This case study will demonstrate the benefits of co-working, when a parent feels they have no option but to educate their child at home.

Names have been changed to protect the identity of child and parent

The Special Educational Needs and Disability Information, Advice and Support Service (SENDIASS) were contacted by a colleague, who had started working with a parent whose recent decision was to electively home educate her daughter due to her on going frustrations and anxiety. The parent felt that her daughter’s special educational needs (SEN) (special education needs) were not being recognised or supported by her current mainstream primary school.

It was agreed after discussion with both colleague and parent that although she may decide to move forward with her decision to EHE, SENDIASS would give guidance and advice around the SEN processes.

After discussion mum made the decision that the best way forward was to submit a parental request for statutory assessment because her daughter was already in year 6 and mum did not feel that she would manage in a mainstream high school. She urgently required assessment by the LA (local authority). SENDIASS gave guidance on this process with both written documentation and a telephone discussion on what to include with her request.

This was a challenging time for schools and parents, as through COVID, schools were delayed in their SEN support cycles of plan, do and review and many pupils were still waiting to be seen by the educational psychologist. S was one of those pupils waiting.

SENDIASS worked closely with the EHE team and discussed with mum some of the difficulties of securing an assessment if the child/YP (young person) was not in a setting. After negotiation with the school, she returned in XXX once the LA had agreed to carry out a full statutory assessment. SENDIASS explained that in order to get a full picture of a child’s needs it was often best if this is carried out in the school setting where difficulties with communication or interaction can be identified)

SENDIASS continued to guide mum through the SEN process with regards to timescales/deadlines and support and with what parental advice would be useful to submit considering mum’s concerns around mainstream H/S.

This case was also difficult as due to the lateness of the pupil’s assessment it was unlikely a placement for key stage 3 would be identified before she finished year 6, which meant more anxiety for S and her family.

Due to delays resulting from COVID, the team responsible for assessing the social communication difficulties were significantly behind and although it looked likely S would receive an ASC (autistic spectrum condition) diagnosis, this was unlikely to happen before her statutory assessment was completed and could affect the type of school, she could be eligible for.

In XXX mum received S’s draft EHCP. SENDIASS discussed with mum the type of setting it was suggesting in section F (special needs provision) and talked through some school options with her. It was clear from section F that M required a small group with a high staff ratio and would therefore be requiring a specialist type provision. Unfortunately, again because of the timing of the plan it was difficult for the parent as she could not start looking at potential schools until term started in XXX. SENDIASS were able to give mum further guidance on the type of school, which may be suitable.

This case demonstrated the importance of teams working together as although the parent was able to home educate, it was recognised that this is a significant commitment and should be done as a matter of choice not because the parent feels that schools are unable to support their child’s SEN. This is a situation SENDIASS are often seeing recur and it can place a significant pressure on families and young people.

The LA carried out school consultations in line with mum’s school preferences and a placement at a resourced provision was secured. Although she missed the start of term, S has now started at high school.

The parent was grateful for our involvement and felt that our support and knowledge in this area had helped her secure both the support her daughter required and the school placement.

In terms of working closely with other teams, this case demonstrates the benefits this can bring where shared knowledge and support can help bring about the best outcome for the child/YP. SENDIASS share information through our fact sheets on our website which help parents make the best choice for their situation. There has recently been updated guidance from Manchester LA on Elective Home Education and this is now easily available for parents to read before making this decision.

Listen to our SENDIASS Podcasts:

You may wish to read the following:

Fact sheet 21 - Home Education

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