Alan’s story

Unsupervised hallway breaks

Alan is 7, loves reading but struggles with writing and class room environments. Alan is on the Neurodevelopment waiting list and his school had previously told his parents that they were unable to offer support until he has his diagnosis. Alan was spending more and more time outside of the classroom in the hallway as he needs a break from his class. His mother was concerned as it seemed that Alan was left unsupervised during this time.

Seeking advice

She called the SENDIASS service as she had been told about EHCP (Education, Health and Care Plan) and wanted to know how to apply for one. When speaking to the duty worker it became clear that Alan’s needs were not being catered for in school, the graduated response was not in place and that no outside professionals had been involved. Although it was made clear to Alan’s mother that she could submit a parental request for an EHCP the advice given was to meet with the SENCo (Special Educational Needs Coordinator) to discuss the support. It was also clarified that a diagnosis was not needed to access SEN (Special Educational Needs) support in school.

Following the discussion on the phone additional information was sent to Alan’s mother including information on SEN support in school, the graduated response including the role of Educational Psychology what support should be available in school.

The classroom tent

Alan’s mother replied to the email a couple of weeks later stating that she had had a meeting with the SENCo. She was prepared for the meeting as she had used the resources provided. She planned to request that Alan had an IEP (Individual Education Plan) and that the Educational Psychologist would see him.

Part of the conversation with Alan’s mother focused on his sensory needs and how he needed a quiet space. His mother thought that a tent in the classroom similar to one that he had at home would work. Following the meeting an IEP was put in place as was a tent within the classroom as a quite safe space.

This meant that when Alan felt he needed a break he could use this, rather than leaving the classroom. Alan had been put on the Educational Psychology waiting list and the estimate was that he would be seen in the autumn term 2019, however in the meantime the SENCo had arranged for a Sensory Profile to be completed to try and identify what could be done to help Alan remain in the class room.

Alan’s mother felt much happier with the plans in place and the improved relationship with the SENCo. She felt that she may need support in the future if there were further problems but knew that she would be able to contact the team in this case.