Thanks madwoman. He's had a good day at school today and seems to have calmed right down. Didn't even see his teacher and not notes in his feelings diary, so it seems its all ok. I offered to keep him home today, but he wanted to go in as since he's had this teacher, he actually likes going to school for the first time in years.
I haven't actually got any concerns about self-harming into the future concerns section of the form, as he's never done anything like that before and I was working from my original document. I'm hoping to finally put it to bed after we get back from his Christingle service this evening, so will try to work something in.
There is a whole section there on 'progress in learning and education compared to peers' which wasn't in the original form, so I had to write that from scratch at around midnight and I'm pretty sure it needs plenty of work. I need to get across that - no he's not what would be considered behind academically for his age, but his achievement is nowhere near his potential (as stated by this year's teacher repeatedly and in a direct quote from his y4 report). We also have evidence of work produced on the computer in a quiet non-stimulating environment and according to this year's teacher his achievement is off the scale under those conditions, whereas he is just topping average on a good day in the classroom either handwritten or using his AlphaSmart. Also that its not so much the areas that can be given a clear NC level that we are concerned about, but rather social skills, emotional literacy and control, anxiety regulation, communication skills and physical development including handwriting, fine motor, core strength and gross motor and balance skills etc.
I don't really care about the NC levels thing. Obviously it would be great if he could ace school with little effort and its not right for him, or any child for that matter, to not to meet his potential due to things that are beyond his control, but even with all the problems he still gets decent grades in most areas, so we are fairly sure he will pass his exams when the time comes. What worries me sick is his psychological and emotional state, self-esteem and ability to get on in this world without become a lonely outsider who develops all sorts of co-morbid psych conditions. 
Reading the form, I think their first response is going to be "Yes, well this reads like the form of a child that has ASD. What's so special about this child that means that he should get a statement when others with ASD get by in similar situations. We will tell the school to continue supporting him (note in lieu at best
) and turn down the request for SA".
I think the main reason is that a lot of what comes across is psych/emotional/anxiety stuff, which is all ASD related, but they will think it should be dealt with by someone like CAMHS - who have already refused to see him.
I will reapply straight away, but am at a bit of a loss to know how I can change things so that they will listen. Am really hoping the school has something in their submission that's going to swing it. Either that or the Inclusion Team's report will be the thing that tips the balance, as he was their priority child for support during transition to this school year.
Your poor ds1, this time of year is so hard on our kids isn't it.
Have you made any progress on deciding whether or not to Home Ed?