Background
Adam* is a bright and thoughtful 10-year-old boy who sustained a serious acquired brain injury following an accident when he was seven. Since then, he has worked incredibly hard through a wide programme of rehabilitation and support.
After a period away from education while he recovered, Adam initially attended a specialist learning unit, as returning straight into mainstream school felt overwhelming at that stage. The following academic year, he transitioned back into a mainstream setting.
Although Adam made good progress and school feedback was consistently positive, many aspects of school life remained extremely challenging for him. He often felt overloaded and anxious, which at times led to school resistance.
While reasonable adjustments were being made and Adam had the support of a 1:1 Teaching Assistant, there was no clear plan in place to address the learning he had missed or to support his longer-term needs.
Challenges
Adam found it particularly difficult to manage:
- Fatigue related to his brain injury
- Sensory overload and anxiety in busy environments
- Whole-school events such as sports days, trips, and assemblies
- Gaps in learning due to time missed from school
Coordinated Advocacy
- Ensure Adam’s needs were fully understood and properly evidenced
- Guide and support mum through a complex process
- Coordinate multiple professionals and manage tight timescales
- Keep Adam’s wellbeing at the centre of every decision
Our Role
Adam’s mum came to us because she felt he needed a school environment that truly understood him — somewhere he could feel safe, supported, and able to reach his potential.
We began by taking the time to really understand Adam as a child — his strengths, his challenges, and what mattered most to him and his family.
We knew this case would require careful coordination, clear communication, and strong advocacy.
Working Alongside Other Professionals
When a child sustains a life-changing injury, there is often an insurance claim in place, with a case manager overseeing funding and support. We have extensive experience working alongside case managers, solicitors, and insurers, and we understand how important it is that everything is carefully planned and agreed.
Following our initial consultation:
- A legal professional was instructed to support the EHCP process
- Specialist assessments were commissioned, including:
- Educational Psychology
- Speech, Language and Communication
- Occupational Therapy
These updated reports, alongside medical evidence, allowed Adam’s EHCP to be strengthened so that it clearly reflected his needs and set out the support he requires in order to thrive.
Our Support
- Producing a comprehensive school search report
- Refining options based on geography and suitability
- Supporting school visits and discussions
- Sharing Adam’s full profile with appropriate settings
Finding the Right School
Once the assessments were complete, we carried out a detailed school search. Adam’s mum had already spent many evenings researching schools herself, but balancing work and caring for a child with additional needs left her exhausted and overwhelmed.
An Independent Specialist School reviewed Adam’s paperwork and felt confident they could meet his needs. Adam attended successful taster days, felt comfortable, and was offered a place — a hugely positive step forward.
Problem-Solving When It Mattered Most
As the tribunal date approached, the EHCP working document was being finalised with an educational lawyer. At a critical point, funding for this legal work was unexpectedly withdrawn.
With very little time left, Adam’s mum attempted to rewrite the document herself, but the scale of the task and the emotional pressure made this impossible.
Despite the pressure, we remained confident that the right school had been identified. The Local Authority had not been able to propose a suitable alternative.
We acted quickly:
- We sourced and instructed a specialist advocate to rewrite the EHCP
- We liaised with the case manager to revise funding approvals
- We coordinated everyone involved to meet extremely tight deadlines
Success
Before the case reached tribunal:
- The Local Authority accepted the revised EHCP and supporting evidence
- The Independent Specialist School was named in the EHCP
- The placement was agreed without the need for a tribunal hearing
Outcome
Adam has now completed his first term at his new school. He has settled in beautifully and is thriving in an environment that understands his needs and nurtures his potential — exactly the outcome we always hope for.
*Name has been changed
I cant even begin to thank you, I believe in our second call I was close to losing the battle, probably about to cry, I had no clue, no high school, little faith. Lorna your recommendation, amazing tips and guidance have helped me secure an amazing school place for my child, that he is actually looking forward to attend in September!! Thank you very much, we would not be where we are at, offer in hand, EHCP in the bag, without you.
Parent of Adam*, 10
The next Steps
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