They're going to permanently exclude him, aren't they?

[easingtheSpring]

I have name changed.

My 15 year old ds is diagnosed with ASD and several correlated conditions. He has always experienced frequent and severe dysregulation.

He attends a mainstream school which has an autism unit and he is one of the students who is fully funded for maximum support.

He has become more aggressive and violent over the last year or so, and since Christmas has had 3 suspensions of half a day each due to aggressive and threatening behaviour. Prior to Year 10 he was well-behaved and achieving very highly academically.

Recently during a mock exam he became very dysregulated and disruptive and ended up punching a teacher and a pupil. The police were called. He has been suspended since then and they have arranged an Emergency Review of his EHCP to take place tomorrow.

They are going to say they can no longer support his needs and permanently exclude him, aren't they?

It does sound like the school is going to say they can’t meet needs. Before the review meeting, it will help you to read the statutory suspension and exclusion guidance. Paying particular attention to the fact the school cannot convert the suspension to a permanent exclusion. In exceptional circumstances, e.g. where further evidence is now available, they can permanently exclude straight after the suspension. You might find some of the guides and templates on here helpful.

Is DS 15 in Y10 or 15 in Y11? What changed from Y9 to Y10? What support is currently in the EHCP and is it being provided?

What exam access arrangements were in place? Had separate invigilation been considered?

Thank you for replying @StrivingForSleep

I was told when the suspension commenced that the school were still investigating the episode, so I think they might have grounds to say they now have further evidence for immediate exclusion.

Ds is in Yr 10 now. It is mainly his attitudes and behaviour that have changed. Most other things in his life are the same - except that he has more frequent contact now with his non-resident father, who is pretty authoritarian. I have wanted to restrict and even block their communication due to feeling his father failed to understand his needs, but ds didn't want me to.

His EHCP funds a one to one TA at all times, plus constant access to the autism unit if he needs to leave the mainstream classroom, plus some limited therapeutic support for ASD, such as sensory circuits. It is all being delivered, yes, tbh the school have supported him very well.

His TA was with him during the exams and separate invigilation has been provided previously, but not for this round of mocks.

Thanks again, including for the link.

I would question why separate invigilation wasn’t provided this time. You don’t have to post details here but dig into the triggers and whether the school could have foreseen difficulties and taken steps to prevent/mitigate the situation.

It sounds like DS needs more direct therapeutic provision.