[senco-forum] Help with Y3 boy, emotional diffs.

We have a very needy little boy in Y3, and I would much appreciate  advice 
from the forum.  

It is going to be difficult to do a "potted history" as there is lots of  
background, but I will do my best :
He has real difficulties with attention and listening in class - constantly  
"ants in pants" out of his seat, wondering around, easily distracted, very  
disruptive - giggly and silly.  Often refuses to work.  Very dependent  on 
support.  His reading and maths work are about age-appropriate, but his  writing is 
very poor - a reluctant writer with poor motor skills.  Parents  recently 
split, he took the death of a grandparent quite badly (although this is  2/3 
years ago now).  He has a very disrupted sleep pattern, so he and mum  not getting 
much sleep, and a complicated medical history - including  rickets, and a 
condition I have forgotten the name of where he stops breathing  and passes out 
if under extreme stress. (Would Disability Living Allowance be  appropriate?)

Very low self esteem - everything about him is "rubbish" and he used to  talk 
about harming himself.

Our learning mentor has been working a lot with him on his anxiety /  
frustration, but he has now become very dependent on her.  Has "time out"  cards to 
help him cope in class, but he now leaves the class regularly - at  least on a 
daily basis, to find her.  Finds music / PE / dance especially  difficult.

We referred him to CAMHS.  They, and school paediatrician, queried  ADHD and 
Aspergers but have now apparently ruled both out, saying all his  problems are 
emotional - he is a little boy with a lot of anger - rather than  medical.

I referred him to Literacy Support teacher for help with writing and  
especially self-esteem.

I am concerned that there is now talk of using temporary exclusions,  as his 
leaving the class has become so regular and disruptive - there  are also 
concerns around health and safety as he will wonder round the building  if cannot 
find learning mentor.

He is quite able to sit and chat about his behaviour - I am sure he enjoys  
the attention - but this has not helped him.

There is also talk of involving the PRU.

I cannot possibly put enough information about him in one email, but I  would 
welcome suggestions.  As I am part-time, it is sometimes difficult to  find 
things out except third hand - I have not yet spoken to CAMHS directly  myself, 
but will.  Would a referral to EP not be useful as his difficulties  are seen 
as emotional not "learning difficulties"?  I think she would say  it is for a 
clinical, not educational, psychologist to help him - or have I got  that 
wrong?  EP time is of course precious and also there would be a time  delay in 
getting our EP to see him - her last visit to us this term is full of  other 
things.  CAMHS not very forthcoming - when we refer children to them,  we always 
seem to have to chase up to get any feedback - how could I usefully  involve 
them?

I don't want this to become just a naughty boy exclusion issue, but feel  
this whole grey area is one I am not very confident with.  

Any support / suggestions / ideas very gratefully received.

Anusia
Primary SENCO