The case study will demonstrate the importance of parents knowing their rights when arrangements within school are not working out.

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

The parent of K first contacted SENDIASS in February 2022 as she was concerned that her son had recently managed to abscond from his school premises and walked some distance to his grandmother's house, which was several miles away.

K had recently joined his SEMH specialist school and was in year 7. He had struggled with his learning and behaviour and had a diagnosis of ASC. He had spent his last two years of key stage 2 at a pupil referral unit where they had completed his statutory assessment and an EHCP was issued. K had been successful whilst at his last provision and had attended full time. His mum reported there were no issues whilst there.

Since starting at his current school in Sept 2021, K had been placed on a part time timetable. He was struggling to settle and despite mum working closely with the school, K was finding it difficult to make friends or form trust with the staff. SENDIASS gave mum more information regarding the legality of attending part time and suggested that she request a review immediately, which SENDIASS would attend with her.

A review was held in late February 2022 and SENDIASS supported mum at this meeting. At this point her main concern was her child’s welfare. The school’s safeguarding policy was discussed and assurances given to mum that school would address the circumstances that had led to K leaving the school premises. There was further discussion during the meeting regarding whether the school had a full understanding of all K’s needs in particular his sensory issues, which related to his autism, his need for space when distressed and the importance of those working with him understanding this.

 SENDIASS suggested that a rereferral to OT would be useful or that the school could contact the ASC specialist school for involvement with their outreach team to give advice/strategies. The school also committed to putting K forward for one of their out of school programmes to try and help work on reintegrating him back into the school setting.

During the next few months, mum continued to contact SENDIASS on an almost weekly basis. She was extremely concerned about the deteriorating relationship with his school and SENDIASS continued to act as an advocate for her in trying to improve the situation for K in school. Unfortunately, there appeared some issues internally within the school and lots of staff changes, which made the situation more difficult for both mum and K.

On a positive, K began to work with an outside agency, this went well, and it gave him the consistency and continuity he needed. His key worker had formed a strong bond with him in a way that no school staff had been able to do.

During this period, SENDIASS advised mum on her options regarding his placement, and she decided that she would continue to try and make it work until the end of year 7. Unfortunately, at the start of year 8 the situation did not improve and when he did attend school, he was regularly sent home, sometimes only within 20 minutes of arriving. This began to affect all aspects of the family's life with mum unable to work as she was constantly called to collect him.

In November 2022, K once again absconded from school premises. Mum was not formally informed as was school policy. At this point her trust in the school had gone and she made it clear that he would not be returning there. SENDIASS at this time contacted the appropriate safeguarding lead and an investigation into what had happened started.

SENDIASS advised mum to request an emergency review and start to look at alternative schools so that she could notify the LA officer regarding her school preferences. SENDIASS also liaised with the LA officer to make them aware of the history of this young person and the apparent unsuitability of their current setting.

A review was held and again SENDIASS supported mum at this meeting. No reports about K’s progress were circulated either before or during the meeting. The LA officer agreed to consult with several schools, which may be able to meet K’s needs. SENDIASS advised mum to contact the schools to arrange visits for the New Year, January 2023.

This case has brought quite a lot of new learning in particular working with the school effective officer regarding both safeguarding concerns and practice within the school. SENDIASS have been able to identify training requirements for staff specifically in relation to annual review protocols. The parent has relied heavily on SENDIASS throughout as communication with the school was so fragmented and as a result of SENDIASS involvement has a much better understanding of her rights of the law around the EHCP processes.

This case has also shown how important it is that an EHCP review explores the primary need a pupil with SEN, has as quite often behavioural difficulties can be masking underlying learning or social communication needs and when this is not understood it can lead to incorrect strategies being used or as in this case the wrong placement.

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