Proposed statement issued but then mental health issues started - what to do?

[asdinit]

M (just turned 8yrs and in yr3 MS) has had a Proposed Statement issued; he is autistic and has ADHD plus soiling issues. Judging by what I've read on here and the internet it's the usually wooly stuff that has no specification and is not quantified. "Access to 20 hours" is a prime example and that's on the first line near enough! So, anyway, we need to go through the reports with a fine tooth comb and pick out everything applicable ready for our first meeting - so far so good with the usual stuff.

HOWEVER, two major issues..........

1: SALT report was late and the panel never saw it. LA officer has included a few bits but not all - My question on this is can we ask for the reports to be re-submitted to the panel for their consideration and amendment? Coincidently, it does say on the County Panel report under 'Discussion' - It is noted Speech and Language Therapy advice is outstanding and Amendment to the Statement will need to be considered on receipt of additional report.

2: Beginning of March, M attacked two teachers in school which led to exclusion for one afternoon - it's not the first time he has done it but is the first exclusion. The school said verbally that they were going to put a Behaviour Plan in place but so far haven't, we do have a TAC meeting arranged for Thurs so maybe it will be done then. Team Teach were suddenly brought in shortly after too - coincidence maybe! Anyway, the week before Easter he said he was going to kill himself (quite explicitly) - this led to a barrage of phone calls between me, Paed, ADHD nurse and school culminating in M staying off school for the week before Easter and an immediate CAMHS referral plus a few additional temporary meds. All this has happened because he is so desperately unhappy at school - yrR was spent mainly screaming under a table, yr1 was constant supervision outside the classroom because he couldn't cope being in the classroom, yr2 finally saw some progress and he managed to finish the year working in small groups just inside the classroom and now yr3 is back to being a disaster - refusing to work, running out of class, hiding in the school and attacking the school staff! I did take him back to school last week but he has been going in at morning break and it looks like he has constant supervision and FINALLY a more personalised curriculum. As this happened so late in the assessment stage (County Panel met on 26th March) none of this has been taken into account for the statement. So the question here is should the whole process be delayed so this can be taken into account ie wait for CAMHS report or can we request someone like the EP do another assessment on him for County Panel to re-consider?

Don't really know what to do or which way to go with it especially as I know it could be months before CAMHS see M and TBH I'm not entirely sure he will be able to manage that long in MS. Oh, just to add to all that, proposed statement says his needs can be catered for in MS, we are going to push for ASD unit in MS school or again, dependent on CAMHS maybe even a specialist school.

Any help greatly appreciated

[Sally44]

This is a very common problem because the Statementing process itself takes 26 weeks from start to finish.

 

Also, year 3 in primary is much more demanding. The children are supposed to be able to get on with stuff and not need so much supervision.

 

What you need to do is to go through the reports you have and highlight each and every need with one colour of highlighter pen, and then see if you can find provision to meet that need in part 3.

 

If there are any needs not identified, write to the professional involved and state, xxxx has difficulties with x, y and z. Can you please confirm this. And if they have not quantified and specified provision in terms of hours of support and staffing provision - ask them to do so.

 

So, as an example, speech therapy should state how many hours per term of direct 1:1 therapy delivered by a Speech Therapist. It should state if a TA sits in on that session. It should state WHO within school carries out this SALT programme in school, how often, and the duration eg.SALT programme will be practised twice a day for 20 minutes by the TA that has observed the SALT session with the therapist. It should state how many hours per term the SALT needs for admin [observations, note taking, paperwork, training of school staff and parents, liaising with school and parents, assessment, recommending targets for IEP, writing an up to date report for the AR and attending the AR.

 

If it isn't in the Statement, it won't happen.

 

You should write to the LA and send them correspondence, reports etc of any further needs eg. via CAHMS. If CAHMS or Clinical Psychology have not identified needs and made recommendations in terms as per SALT input as above, then speak to them first, and follow it up with a letter [always put everything in writing, and always get written replies, or send in a clarification letter of what has been discussed and agreed].

 

The LA are under a timescale by which they must finalise the Statement.

 

What you will need to do is not to spend too much time negotiating - maybe a couple of weeks. Then if everything is still not in the Statement, you can ask the LA to finalise the Statement so that you can appeal.

 

You must lodge your appeal within the timescale to do so. You would simply state that part 2 does not identify each and every need as per the SEN Code of Practice because our son has deteriorated significantly since the Statementing process was started. And therefore part 3 does not quantify and specify provision for each and every need.

 

What I also think you need to consider is the placement. It sounds like he has never coped within mainstream school. It would be really useful to have that in writing from CAHMS. However, I presume he is cognitively able and not suitable for a moderate learning disability special school?

 

There will be other schools that the LA use. You can write to the LA and ask for their list of independent, approved and maintained primary schools for children with ASD/ADHD.

 

There maybe an autism unit that maybe more appropriate attached to another primary school.

 

It seems that the mainstream environment is not meeting his needs. He sounds like he may need a much smaller low arousal environment, which can only be provided in a unit or special school environment.

 

You really need that in a report from the EP or CAHMS eg. xxxx needs to be taught in groups of no more than 7-8 other pupils in a dedicated low arousal environment. [That sentence spells out 'autism unit, special school or independent ASD specific school as the kind of placement he needs].

 

However he is too young for you to have a reasonable chance of securing an independent school placement. That usually happens at the transfer year eg. the child copes within primary, or deteriorates during the last year and it becomes obvious that a larger mainstream secondary school is not going to work.

 

We managed to win an independent placement a little earlier, because our own son was out of school for about a year for the whole of year 5. So he moved to an independent school for year 6 and was the youngest in his class there. This happened because the school placement had broken down, and like your son, my son was threatening to kill himself [i caught him during an actual attempt].

 

You want very specific advice from CAHMS about this. To confirm that your son has said that. Any other incidents of self harm, escalating behaviour - such as attacking the teachers, any deterioration.

 

You need to keep a daily dairy of events - things he says and does to give a long term picture [that the SEND Tribunal Panel can read through to get a very clear picture of his day to day life, and of the families.]

 

You may have to settle, for now, for an autism unit or even special school that can meet his immediate environmental and anxiety needs. Eventhough they may not be able to meet his academic ability ie. he will not be in a suitable peer group [unless you have an ASD specific primary school in your area that have children his age?].

 

I also wondered if an OT has assessed him?

 

So whilst you are deciding all these things, make sure you lodge an appeal. The LA will then have another 4-6 months for them to further amend the Statement - and will probably start to give you things as the date of the Appeal approaches.

 

But you need to decide if continuing mainstream is the way - because it sounds like he could be out of school at any moment.

 

What has the EP said about placement? Phone and speak to her about the recent deterioration and mental health/anxiety issues. Then put it all in writing and send a clarification letter to her. And please post what her response was on this forum.

 

Also have a look on www.ace-ed.org.uk website about Getting the Statement right.

 

And www.ipsea.org.uk at their case studies [how to take action section].

 

The LA may try to fob you off by saying it is too late to include things. It isn't. Or they may say that they cannot provide x, y and z due to funding. That is not true either. There is no monetary limit on what a Statement can provide. Whatever the Statement contains the LA are legally bound to provide it. So that is why it is SO important to get everything into the Statement in terms of needs, and provision, specified to such a degree that it is not vague or ambiguous and so you can identify immediately if it is not being provided.

 

So no words like "access to, regular, frequent, as necessary, opportunities for, as required, significantly more, substantial." Those words mean nothing. What does "regular" mean? Three times a day, once or twice a day, once a week, once a month or every term? How can you prove that your child is not getting "regular" speech therapy? There is a huge difference in input from 3 times a day to termly and both could be described as "regular".

Edited April 23, 2012 by Sally44

[Sally44]

This is what ipsea say about a Statement not containing all the child's needs.

 

http://www.ipsea.org.uk/AssetLibrary/How%20we%20can%20help/Taking%20Action/Case21.pdf

 

Their advice, if you believe there are additional needs that are not included, is to get independent advice.

 

However you are not going to be able to get independent advice before the LA must finalise the Statement.

 

So, I would do as this advice days, and have the meeting with the LA Inclusion Officer, and ask them to include any references to needs or provision in the reports you have.

 

You can also list further needs that you think have not been identified, and you can speak with the relevent professionals about it first, and then send them a letter of everything discussed, and you could send a copy of that to the LA eg. if the EP agrees that your son does not cope in the size of mainstream primary classroom, that would be a major admission. And if she also states that she believes he needs to be taught in small groups of no more than 8 peers in a low arousal environment - then you can go and hug her/him!! But that would be evidence you could submit to the LA and use at any Tribunal as an admission of need that is not currently in the Statement in part 2, and not provided for in part 3.

 

If you feel you will need independent reports to identify each and every need and secure provision, then most professionals are booked up for up to 4 months in advance.

 

So you would need to lodge the appeal.

 

And if you are going to attend an appeal you need your independent reports to be the MOST up to date ones. So they need to be carried out near to the final submission of evidence to SEND date. You would send the copy of the report to SEND and a copy to the LA just before the last date to submit evidence.

 

This stops the LA from having time to re-assess the child just before the Tribunal. That would give them the opportunity to report "an amazing improvement since the independent report - etc", which is not what you want - and unfortunately IS something that the LA may do.

 

Find out what other schools your LA uses as advised above.

 

Search your area for any SEN schools specifically for ASD and go and visit them.

 

You may have to make do with an LA unit or special school due to his age. But in the transfer year you could get all independent reports and prove that he is cognitively able, and a secondary autism unit/special school would not be a suitable peer group and/or could not meet his needs.

 

Typically, if trying to secure an independent school placement you would need independent reports from an Educational Psychologist, Speech and Language Therapist, Occupational Therapist.

 

You would ideally need good advice from NHS CAHMS or Clinical Psychology, or may need to pay for an additional independent report from a psychiatrist.

 

You would probably need all those professionals to attend the Tribunal because the LA will fight tooth and nail not to have to fund such a school placement.

 

So you have to decide when to spend such an amount of money - if you can even afford to do it.

 

So, due to his age, you may do better to fight the issues with the reports you have got and are getting in the near future.

 

Have any of the LA/NHS professionals carried out Standardised Assessments? Have they given you age related scores, or standard scores or percentile scores for his strengths and weaknesses?

 

If you do end up going to a SEND Tribunal, you can ask professionals involved with your son to attend as expert witnesses. But you have to think whether they will help or hinder your case. If they are there, they can be asked qestions by the Panel. So, for example, if you believe he needs SALT input for his social communication skills, and you have evidence of his poor social interaction skills, poor conversational skills, lack of friends etc. The Panel can ask the SALT about it. So there is a stronger possibility that the Panel will recommend some input for these needs because they will want specific unambiguous answers from the SALT eg. "does xxx have social communication problems?" "how do you recommend this need is met". And the SALT will have to respond. And if it is vague the Panel SHOULD ask her to be more specific [or you request she is more specific]. Afterall, that is what Statements are for.

 

So you need to keep a diary of important events. Things that happen, things he says and does, how his day to day life is for him and for the wider family.

[Sally44]

This is what ipsea says about provision in part 3 of a Statement. http://www.ipsea.org.uk/AssetLibrary/How%20we%20can%20help/Taking%20Action/Case%2022%20updated%20final.pdf

[asdinit]

OMG, thanks SO much - I knew this was going to be a struggle but my goodness, they certainly don't want to make it easy do they!

 

I've kept M off school today as it got himself in such a state this morning I thought it's just not worth it. Part of me says keep pushing him to go to school but they other part says to give in - his mental frame of mind seems so fragile right now I'm really worried I may inadvertently tip him over the edge. At the same time, I don't want him to think this is the easy route not to go to school!

 

You're right Sally when you say about him being "cognitively able and not suitable for a moderate learning disability special school". He is behind his peers and always has been but not due to LD - is very capable of learning provided it's in the right setting, at the right pace and with the right support.

 

He did have an OT assessment but that was last year at the Dr's request, not specifically for the statement - should he have had one for this purpose and the one he had was about daily living and not school as such - it does cover pencil grip, seated position and some vague mention of environment...... I think I'll write to them myself and ask for the specifics as you suggested rather than relying on anyone else - at least I know it's done then!

 

I left messages for the LA officer to call me to arrange a meeting. I'm going to ring the EP now to see if she has any advice with regards to M's current state of mind and then write to her too to clarify the points in her report.

[asdinit]

Oh, and just to add to that, I've written to the school to ask for a full copy of M's records inc sen as when he attacked the teachers, an incident report was written and I did ask for a copy of it but one never materialised.

[Sally44]

Yes, Occupational therapy can be an educational need.

 

For example:

 

Dyspraxia - difficulties sequencing movement, and sequencing/planning thoughts.

 

Sensory Processing Disorder - difficulties with any of the senses being over or under sensitive, poor integration of senses [eg. appearing deaf, being hyersensitive to pain or not understanding when hurt].

Struggling to cope in noisy environments [or even ones we might think are quiet]. Inability to screen out noise from fans, electric lights, general classroom nose, smells].

 

Problems with hand writing.

 

Problems in P.E. [unable to tie shoelaces, ride a bike, brush their teeth]

 

Problems with food - cannot tolerate certain smells, tastes, textures, combinations.

 

These are educational needs. And as the NHS may not fund OT therapy for some of these needs, an independent ASD specific school that employed OT's on site, would be able to meet this need. If the child needs Sensory Integration Therapy ONLY an independent school with OT on site can deliver that kind of therapy.

 

Auditory Processing Disorder - listening therapy.

 

So lots that ONLY the OT does.

 

Out of interest, did the speech therapist assess your child's social communication and interaction skills, his emotional literacy, his understanding of friendships/relationships, his understanding of danger [and stranger danger].

[Sally44]

Regarding his anxiety, you need to get information and advice from CAHMS.

 

Ask them specifically how much force you should use to get him into school, and how you should identify if he should not go into school/is not coping.

 

I was told I should use only gentle encouragement. But by that time I was having to dress him [whilst he was trying to get his clothes off], he was screaming and crying. He was refusing to eat breakfast, and I was spooning it into his mouth. He was refusing to get into the taxi and I was having to pull/push him up the drive and into the car. On arrival at school he frequently vomitted and I had to bring him home for 48 hours.

 

Using only "gentle encouragement" he was out of school for over a year. But TBH, he was very ill. He developed an Anxiety Disorder, OCD, nervous cough, headaches, stomache pains, very emotional and volatile etc.

 

Write it all down and get advice from CAHMS, and ask them to put it in a letter to you.

 

Because if your son's school attendance drops the educational welfare officer can become involved, and you need evidence in writing, from a consultant, that his absences from school are due to Anxiety [ie. a "MEDICAL" reason], and not just because he does not fancy going into school.

 

Things may get alot worse, and he may end up at home for some time before a suitable placement is found for him.

 

See what the other LA schooling options are. And also see what independent schools are in your area that already have children his age and his cognitive ability, with the same diagnoses that he has.

 

Also, why is he behind the other children. How behind is he. Does he have a specific learning difficulty such as Dyslexia, Dyscalculia, problems with short term or working memory?

[Sally44]

This is what the law says about school placements:

 

http://www.ipsea.org.uk/AssetLibrary/How%20we%20can%20help/Taking%20Action/Case23.pdf

 

And because the onus is on YOU to prove that ONLY the independent placement can meet need, that is why it costs you money to get independent reports, and for them to attend the Tribunal etc. Because the LA are going to argue that they can meet the needs in one of their schools.

 

But if, at this stage, you have push for an autism unit or specialschool placement and the LA accepts that. That is an admission by the LA that mainstream is not working. And it would give you a few more years to search for a suitable secondary placement, and find and decide which independent professionals you would want to use to fight for that kind of placement. Because usually those children in autism units or special schools are less cognitively able.

 

Or if those in the unit are cognitively able, the unit usually has a policy of feeding pupils into mainstream classes, with little or no actual teaching taking place in the autism unit. Your son may need a consistent small class size of 8 similar peers. So feeding him across to a mainstream class of 30 children would never work even if he "placed" in the autism unit.

 

That is why it is VERY important to ask all the right questions of any potential placement. Eg:-

 

How many pupils overall.

How many per class

What KS level are they working at

What percentage has the same diagnosis as your son.

What percentage has a combination of diagnosis as your son.

What is the budget for EP and SALT

Do pupils receive OT and how is that accessed.

Are pupils taught in the unit?

Are pupils fed across to mainstream classes?

If so, does an adult support them?

What adult support is available for breaktimes/dinnertimes.

Is the unit classed as low arousal.

Do any of the pupils have challenging behaviour.

What percentage of the pupils are non-verbal.

What percentage of the pupils have a speech and communication disorder.

What percentage of the pupils have a formal diagnosis of a specific learning difficulty [such as dyslexia,

dyspraxia].

What percentage of the pupils have a general learning disability.

What secondary school do pupils from this unit go to.

 

Does the teacher have an additional qualification for teaching children with autism?

Does the teacher have an additional qualifcation for teaching children with a specific learning difficulty such as dyslexia or dyspraxia?

Edited April 23, 2012 by Sally44

[Sally44]

Please look on ipsea an ace-ed website.

 

www.ace-ed.org.uk specialist in children who are excluded from school. You will need to make sure that these exclusions are legal and recorded because they are evidence of his needs not being met in school.

[asdinit]

Out of interest, did the speech therapist assess your child's social communication and interaction skills, his emotional literacy, his understanding of friendships/relationships, his understanding of danger [and stranger danger].

 

SALT did do nearly all of those assessments but has actually made a note on the report to say M's social communication and interaction skills were not formally assessed - I did find this a bit strange at the time and when reading the report as I would have thought this to be a major area of need for a child with ASD & ADHD.

 

 

Regarding his anxiety, you need to get information and advice from CAHMS.

 

I've rang CAMHS again for his appointment - he was referred first week of April. They have said that they will be offering him an appointment in JUNE but if I have concerns in the meantime to take him to A&E and he will be seen within 24hrs - better than I had expected but not as good as I'd hoped. I was unable to speak to the actually person that will be handling his case and the receptionist/secretary made it VERY clear that she couldn't give me ANY advice or information understandably so I suppose.

 

 

Also, why is he behind the other children. How behind is he. Does he have a specific learning difficulty such as Dyslexia, Dyscalculia, problems with short term or working memory?

Well, all teaching staff tell me how clever he is and how intelligent he is yet his reading is 1a, writing is 2c and maths 2b, all should be 2a/3c end of year. These levels have been achieved mainly due to scribing - as his class teacher told me "if I left it up to him to do it nothing would ever get done". I'm well aware of this as he has had near enough constant 1:1 and small group work for the past 2 years as it was the only way he would learn anything - I'm beginning to feel this may actually go against him now though in some bizarre way! I've brought up the subject of dyslexia and dyspraxia a couple of times but been told that the school don't think he has it however the OT did mention Motor Planning, Bilateral Coordination, fine motor coordination and as I've just realised "M will receive ongoing intervention to assist with his sensory processing and self care skills"........LA made NO mention of that on the report at all!!!! Just proves your previous point of checking the reports through and cross referencing needs/provisions have been met.

 

I've been through all the websites too - some of them I'd already checked through, those sites and reading a few posts on this website are what made me realise how hard this could become bearing in mind it's been a walk in the park so far (yeah right!)

 

I phoned the EP too; spent a very worthwhile hour on the phone to her which I was really thankful for. She is more than happy for me to write to her to have points clarified and quantified. We also talked about M's current state of mind and she was really helpful not only discussing things with me but also emailing the school too with suggestions and asking for copies of the minutes from the TAC.

 

These are her immediate suggestions taken from the email to the school:

• Reducing M's timetable temporarily and creating a pastoral support plan/behaviour plan that records this approach and plans opportunities to regularly review the situation. The plan should also contain strategies for how best to support M's well-being at school, including plans for how to manage his behaviour and how to recognise warning signs of distress etc. Having a regular and consistent school routine may help M to feel more secure.
  
• If possible, it will be useful to use M's 20 hours of TA support, ideally in one-one or small group setting in a quiet location.
  
• It might also be useful to request further support from Autism Outreach. M particularly needs to be taught how to recognise and express his emotions appropriately. An emotional literacy intervention might therefore be useful.
  

[Sally44]

I think i'll post about the items individually - otherwise it is going to be a long post!

 

As you say about the SALT assessment. Phone them and ask them WHY they have not assessed his social communication and interaction skills as he MUST have significant clinical difficulties in this area for him to even receive a diagnosis in the first place.

 

It took me three years to finally ask "why" those skills were never assessed. And the answer seems to be [but never said], that those assessements would simply identify more needs that would require more support and therefore more funding.

 

You need to ask about a social communication group, how social interaction and friendship skills will be taught. Support during breaktimes and dinnertimes such as clubs, or circle of friends etc.

 

Were assessments standardised assessments, such as ACE or CELF 4?

 

Ask her to assess these skills using standardised assessments, and if you find she has not identified other areas of need, then talk about and include them in the letter. Also ask her to quantify and specify provision for the Statement in terms of hours of support and staffing arrangements. Ask her to detail how much direct 1:1 therapy from a speech therapist he should receive each term, and if a TA should observe it, and how often that same TA should practice it in school.

Edited April 25, 2012 by Sally44

[Sally44]

Regarding anxiety. Yes CAHMS said the same to us.

We did have repeated incidents, but never something that warranted going to A&E.

But I did see my GP and they managed to get an earlier appointment for us.

If that doesn't work, then just make sure you keep a diary of daily events, and also write out the difficulties he has always, and continues to have in school.

 

From CAHMS you want their advice on whether he has an anxiety disorder. What level of force you should use to get him to comply and go to school. And also ask if they are going to refer you to Clinical Psychology.

 

You need them to state that he is not coping in school and to set out why. IE. what are his needs and how they should be met within a suitable school placement.

[Sally44]

Well, all teaching staff tell me how clever he is and how intelligent he is yet his reading is 1a, writing is 2c and maths 2b, all should be 2a/3c end of year. These levels have been achieved mainly due to scribing - as his class teacher told me "if I left it up to him to do it nothing would ever get done".

 

Children with autism do have what is called a spikey profile. But the reason WHY he is behind with literacy needs to be investigated. Progress needs to be monitored to see if the gap is getting wider between him and his peers. WHY does he need a scribe? The SALT and EP should have identified the needs he has regarding writing [part 2] that require him to have a scribe [part 3].

 

Has an Occupational Therapist assessed him?

 

There maybe a specific learning difficulty [such as dyslexia] that is making reading difficult for him.

 

If he finds it hard to write, that involves fine motor skills. And you have said it is already documented that he has "motor planning" difficulties. Who has said that? Speak to them and ask them if this is Dyspraxia. Ask them to put it in writing. They may say that they need another professional to confirm the diagnosis ie. a Paediatrician. And if they say that ask them to refer you to that Developmental Paediatrician. If you already have had contact with one as part of the diagnosis process, speak to their secretary and ask if you can have an appointment with them regarding an area of your sons difficulties that are due to Dyspraxia. State that you need this diagnosis confirmed to be included in his Statement because each and every need has to be identified as part of the Statutory Assessment process.

 

Who has said he has Sensory Processing 'issues'. Again it should be a suitably qualified OT that assesses your child to see if they have a Sensory Processing Disorder [part 2], and advice on what OT therapy he needs and how that should be delivered and these needs [including Dyspraxia] supported in school [and PE] on a daily basis.

 

For now I would try to get the diagnosis of Sensory Processing Disorder. [The NHS does not fund Sensory Integration Therapy and therefore they don't recommend it. But if you get the diagnosis, and then get a letter from the OT department stating that they do not fund Sensory Integration Therapy, you can argue at Tribunal that that is a need that is not being met and ask that the LA funds an OT to be involved to deliver 1:1 therapy in school. Or you seek a placement where the OTs deliver Sensory Integration Therapy and Motor Planning therapy as standard.

 

Again, you will see a picture emerging of needs not being identified due to the funding implications. But if you get those needs on paper, and then go to Tribunal to get them in part 2, the Tribunal Panel will want provision for those needs to be quantified and specified in part 3.

[Sally44]

These are her immediate suggestions taken from the email to the school:

• Reducing M's timetable temporarily and creating a pastoral support plan/behaviour plan that records this approach and plans opportunities to regularly review the situation. The plan should also contain strategies for how best to support M's well-being at school, including plans for how to manage his behaviour and how to recognise warning signs of distress etc. Having a regular and consistent school routine may help M to feel more secure.
  
• If possible, it will be useful to use M's 20 hours of TA support, ideally in one-one or small group setting in a quiet location.
  
• It might also be useful to request further support from Autism Outreach. M particularly needs to be taught how to recognise and express his emotions appropriately. An emotional literacy intervention might therefore be useful.
  

 

As a parent, what I would state as part of my appeal is that a tempory reduction in his timetable is not meeting his needs. He has ALWAYS struggled in school and ALWAYS needed to be withdrawn for 1:1 teaching. [Part of his difficulties in engaging maybe due to sensory processing disorder and being totally overwhelmed and overloaded in a mainstream classroom - although you can say that you will need an OT to state that - and the NHS OT probably won't - which is when you have to consider whether it is worth getting independent reports or not.]

 

What did the EP say about the suitability of his current placement?

 

WHO is going to create this pastoral support programme?

 

Again the word "opportunities" to review - what does that mean? It should be much more specific eg. termly reviews by WHO.

 

Plans to "manage" - what does that mean? Wouldn't it be a good idea to identify WHAT is the cause of these behaviours rather than just try to deal with the outcome of him not coping?

 

WHO is going to put together an "emotional literacy programme". How will it be delivered eg. 1:1, or in small groups of similar peers. How often and by whom, and how often will it be reviewed?

 

"If possible" - what does that mean? The EP is supposed to state what the needs are and how they are to be met. EG. "xxxxx needs to be supported 1:1 during all classes and during breaktimes by a suitably qualified TA."

 

And how does he need 20 hours of 1:1 during school time - but for the remainder of the time he doesn't need any support? That makes no sense. He needs it throughout the day. If he needs 20 hours 1:1 during school, and she has said "1:1 in a quiet environment", does this mean he is withdrawn from classes?

 

And if he is being withdrawn from classes for that amount of time, he is not accessing mainstream is he. He is not included, because his needs mean he cannot access it.

 

He needs a placement where he could sit in the classroom with the other kids [ie. small class sizes of up to 7 or 8 similar peers].

 

BUT you need to also think about where you are going with this. If his current school cannot meet his needs, where would you want him to be placed? Do you know of any autism unit or special school your LA has that could meet those needs.

 

I think you can also see now, how you really have to ask the professionals very specific questions - and get them to give you an answer. Because they are almost like politicians with their ability to NOT answer the question.

 

"It might also be useful to request further support from Autism Outreach. M particularly needs to be taught how to recognise and express his emotions appropriately. An emotional literacy intervention might therefore be useful."

 

WHO is going to request the AO teacher to get involved? Ask them to do it.

 

Recognising his own emotions and the emotions in other will be a continuous on-going programme, that should be delivered into 1:1 and/or small group settings by a suitable professional [not a TA - although a TA may reinforce this in other settings as advised by the professional].

 

All skills learnt in 1:1 settings [whether academic, social, speech and language etc] MUST then be generalised into other settings. That teaching must be explicit, [by example in small stages]. He will need 1:1 adult support for this and for him to be supported and prompted to use those skills, and for support to be gradually reduced when it is proven that he is independent in those skills. And if loses those skills, they have to go over the same process again, and maybe again and again and again and again, until it is learnt and is a skill that he retains.

[Sally44]

As your son is 8, IMO, he is a little young for you to be seeking an independent ASD specific school now.

 

My son was showing difficulties at the same age.

 

But you need to get the Statement as specific as you can now. To get his needs into part 2, because you want evidence of either those needs have not been met eventhough they are in the Statement. Or the level of provision has not been enough. Then you can say we have tried x y and z, and now the ONLY placement that could meet all his needs is our parental choice of independent ASD specific school, which is xxxxxxx.

 

I would urge you to get the LAs list of maintained, non-maintained, approved and independent primary schools that are suitable for children with an ASD. [and remember that he may also have Dyspraxia, Dyslexia, Sensory Processing Disorder, Speech and Language needs that have not even been 'named' or included in the Proposed Statement yet]. SO he is a complex child with severe needs.

 

Visit all possible placements and before you do, post on here asking about what kind of questions to ask on such visits.

 

You need to find the MOST suitable placement available that could meet his needs for a low arousal environment. It seems plain to me that he is not coping mainstream. Is that what you also think?

[Sally44]

Oh, and we havent' even got onto his needs for ADHD yet!!

 

Impulsiveness, poor attention, a need for regular breaks, friendship and play skills.

[Sally44]

I know that this sounds like alot of work to be doing. But make a record on your calender of the deadline by which you must lodge your appeal to SEND.

 

Phone SEND and ask them for information on how to lodge an appeal.

 

And then get all your additiional evidence together via needs in reports not in the Statement in part 2. Provision not quantified and specified for part 3.

 

Additional correspondence with SALT, EP.

 

Whatever information you have from CAHMS and OT.

 

Then lodge the appeal on what you have.

 

You then usually have around 4 months before the appeal date. As we are nearly in May the Appeal is not going to be heard until the next school year. Again things may have deteriorated further with the change of class/teacher/peers etc.

 

And you can continue sending further documentation to SEND up until the deadline for submissions. And even if you get further important documents/evidence after the deadline for submissions. You can still photocopy it and ask the Panel to consider the additional evidence on the day of the Appeal. So you will have some months to get as much as you can together.

 

You can also ask SEND to word the Statement so that there is no vague or ambiguous wording.

 

Once you have lodged your appeal you will continue gathering your evidence for the changes you want made to the Statement so that it is a true reflection of ALL his needs and how they should be met.

 

Once the deadline for submissions has passed, SEND will paginate [number] each document and send you a copy of it all.

 

SEND will send you information [and I think a DVD too] that explains the appeal process.

 

As nerve racking as this all seems. You will get alot of support via this forum. And lots of other parents have done it too.

 

This Appeal is not the most important one [ie. not transfer year]. And having an appeal now will make you aware of how the system works. So that IF you don't get everything asked for on this occasion you will know WHY that was, and will be more prepared and experienced for the next time.

 

Sorry to talk about 'next times', but the facts are that some children do have more than one appeal. We had 2.

 

When you initially lodge your appeal with SEND you can just say that part 2 does not include all his needs, and part 3 does not quantify and specify provision to meet those needs. If you already know by then which school you think could meet his needs, then you can include part 4 [the placement] in the appeal as well. Or, as we did, you can lodge the appeal on parts 2 and 3, and keep gathering evidence and then amend the appeal to include part 4 later on stating that the evidence and reports you have gathered has caused you to come to the conclusion that your son is not mainstream material and that his current mainstream placement cannot meet his needs.

 

Afterall, going to school should not be a daily traumatic and painful experience for your son should it.

Edited April 25, 2012 by Sally44

[asdinit]

Sally I could kiss you Thank you from the bottom of my heart for all the help and advise you are giving me, it really is so very much appreciated. It will take me a while to go through all you have written but I'll post back as soon as I have.

Right now I'm going through reports with various highlighter pens and scribbling notes down as I go. Meeting with LA is booked for Monday morning ! ! ! !

[Sally44]

When you meet with the LA Inclusion Officer do not tell them you intend to Appeal. Definately do not mention anything about independent schools. You don't want to forewarn the LA or their professionals because they will just clam up on you.

 

And try to always bat the ball back to the LA. So if they ask "what do you want", your response is "it is not about what I want. This report states xxxxxx, which is a need, which is not currently in part 2. And there is no provision for that need in part 3."

 

Do that on every single item. At this point you are just at the beginning of the process, and if you say to the LA "I want x, y and z, they may agree to give it to you - and then argue at the Tribunal that the reason they did not provide e, f and g, was because the parents wanted x, y and z. So keep it all down to the reports and evidence you have in writing.

 

If you think there are needs that are not named, then do list them. But again the LA needs to contact the LA EP and the NHS SALT and maybe the NHS OT and NHS CAHMS etc to get their opinion. [That is why I have also advised that you phone and discuss these concerns and get the advice of the relevent professional and type up and send to them a letter of what was discussed and agreed - because the LA may come back, having apparently spoken with the same people, with very different advice to that which you obtain. So, by phoning and speaking to professionals you get your version of events on paper too.]

 

Remember that you are just trying to get the Statement as detailed by the SEN Code of Practice.

 

It is hard to get NHS and LA professionals to quantify and specify, because they have to meet the needs they identify. SO if the OT identifies Dyspraxia and Sensory Processing Disorder as a 'need', how is she going to provide for it when the NHS does not fund OT for these difficulties [eventhough it is the OTs remit]?

 

That is why, at some point in the future you may need to get independent reports, because those professionals do not have their hands tied and they can identify each and every need and they can quantify and specify.

 

If you are unsure about any provision in part 3 please post about it. With our son's Proposed Statement I had finally managed to get a diagnosis of Dyslexia into the Statement, but nothing in part 3. When I asked the LA where the provision was to meet his Dyslexia, they referred me to a section that said something vague like "xxxx needs a small step multi sensory approach to learning". Which sounds good, but what does it mean. I asked what "multi sensory learning" as I could not see anything detailed in part 3, and they said that words could be colour coded to help him put together sentences.

 

That was just silly, and vague. What we achieved at Tribunal was:-

 

3 hours 1:1 direct therapy a week [1.5 hours literacy, 1.5 hours numeracy] with a dyslexia teacher qualified to both teach and assess [level 7]. Who will devise a literacy and numeracy programme for xxxx to be observed by a TA and practised every day.

 

The Independent EP and the Dyslexia Teacher actually recommended 6 hours a week. But at the time my son was not even in school, and so we felt that 6 hours was just too much, considering that he also had to have almost daily SALT and OT. We had to demonstrate where he would be in actual classes. But 3 hours is better than nothing, and we may try to increase it in the future.

 

Try to read the Statement as if you were applying for a job and part 3 is the job description. Can you clearly see what you would have to do.

 

Also important WHO is delivering the provision in part 3. It has to be someone suitably qualified for therapy.

 

At our Tribunal the NHS SALT argued that the social communication programme could be delivered by a TA. We argued that his severe difficulties, and the fact that the gap was widening, and that as he was getting older social communication was more important, meant that ONLY a suitably qualified speech and language therapist could deliver this programme. The SEND Panel agreed with us, but did say that at a later date it maybe possible for a TA to deliver the programme [but not until he was meeting targets, and probably in over a years time].