Received DS's EHCP draft and feeling emotional

[saltedlime]

DS is on the waiting list for an autism assessment and has a speech delay and difficulties with attention. We just received his draft EHCP and I am feeling quite emotional. He just turned four and will be starting reception next year and I’m so happy that we almost have the EHCP in place. I recognise that we're very lucky too that it was approved so quickly. DS will be starting in mainstream with support and I hope that he thrives there.

But at the same time, I can’t shake this feeling of sadness and I wanted to post here in case someone can relate. I’m happy that we’re doing what we can to support him, but I also worry so much seeing his difficulties written out clearly. I know that the EHCP is a snapshot of him on his worst day, but it breaks my heart to read that he’s well below his peers in cognition and learning, communication, etc. His language has improved greatly and he often speaks in sentences now, he's great at figuring out how things work and is so creative with his Lego and drawing, he's potty trained and very active and independent. But we can't seem to teach him the alphabet or numbers, he still mixes up his colours, he is demand avoidant and it's hard to maintain his attention. I know he's still young and processes differently, but I worry so much about how he'll cope with school, socialising and learning. I have always felt that he is bright, even though he has his challenges, and hope that he’ll find his place in the world one day. But seeing this assessment has made me worry all over again. I know that no one can predict how he’ll cope in school and what the future holds, but wanted to post in case anyone has gone through something similar and can offer their perspective.

It doesn’t make it any easier, but it is normal to feel how you do.

The EHCP should absolutely not be a snapshot of DS on his worst day.

The best thing you can do right now is go through the draft carefully. Go through all the evidence with highlighters. Highlight all DS’s special educational needs in one colour and all the provision to meet DS’s needs in another colour. Each need should have corresponding provision. There should also be corresponding outcomes.

Then go through the draft and make sure all the highlighted needs are in B and the highlighted provision is in F. Make a note of anything the LA have omitted from the draft, any needs without corresponding provision, any woolly and vague wording, and anything the reports have failed to include.

When checking section F of the EHCP look out for vague and woolly wording. For example, “access to”, “or equivalent”, “opportunities for”, “as appropriate”, “would benefit from”, “regular”, “up to”, “would be useful/helpful”, “such as”, “e.g.”, “etc.”, “as required”, “as advised”, “key adult(s)”, “small group”. If provision isn’t detailed, specified and quantified, the EHCP isn’t worth the paper it is written on and cannot be enforced.

When you come across vague and woolly wording, check the reports to see if they are woolly and vague or if the LA has watered down provision. Provision in EHCPs is taken from the reports, so if the reports are vague and woolly the EHCP will be too. If the reports are vague and woolly, go back to the LA and report writer(s) to request they make the reports detailed, specified and quantified. If the LA has watered down provision, request the LA sticks to the wording in the reports.

Also make sure any health or social care provision that educates or trains is in F. For example, LAs like to put things like SALT, OT, physio, etc. in G (health care provision) when it belongs in F.

Thank you so much for your detailed advice. This is really helpful.