Dds report is ALL negative.

(48 Posts)
Worriedmind Sat 13-Jul-13 18:48:46

Ok my dd has sen, she has never had a bad report, last year some issues with concentration were raised but this year told no further issues. She was not being noisy/disruptive but sitting quietly because she didn't understand.

Report says her literacy is poor.
she cannot read between lines
She takes things literally.
She cannot draw accurately
She can't grasp basic maths problems.
Her handwriting is poor.

Only positive is pe which says she is basically terrible at it but tries hard.

It then goes on and on about poor concentration and poor listening. Reading it makes it look like she is noisy and disruptive in class and she isn't.

She is Dyspraxic and has a processing disorder and all above are issues relating to that but there's no mention of her sen at all. No mention this year at all until now about concentration issues.

daftdame Mon 15-Jul-13 17:09:04

^ However what this has resulted in is misinformation for the document as a whole.

It is good that this can be easily resolved, however I do think the teacher should may be have checked the result a bit more closely.

trinity0097 Mon 15-Jul-13 17:04:19

When teachers write reports they often do it in a system whereby you only see that one subject at a time for each child, rather than the whole report at once, and most teachers I know do it subject by subject, I.e. write all the classes reports for Maths, then all the English, so there is bound to be duplication. The teacher will also either use a comment bank, or have stock phrases that they personally use lots of times.

It would be hard to write a primary report without similar phrases etc coming up for a child unless the teacher spent extra time changing the style of their writing in each subject, which would feel unnatural to the teacher.

Worriedmind Mon 15-Jul-13 16:59:13

Thank you so much, we have actually been looking at martial arts which would improve her concentration and co ordination too.

daftdame Mon 15-Jul-13 16:38:53

Cooking also fantastic for following instructions , from a recipe, cookery programme or AP. Also good for using equipment.

daftdame Mon 15-Jul-13 16:35:09

Oh, that's a shame, but it is positive that she likes these kinds of activities.

It shows that she is not anxious about acting and movement type activities which means it will be easier to work on interpretation of character's motivations reading comprehension wise and her gross and fine motor skills physically.

Martial arts, dancing, swimming, cycling, tennis, athletics, trampolining, skipping, gymnastics, yoga, bowling, laser quest, computer games I should imagine are all good for gross (and some fine) motor skills and general body awareness.

Encouraging any art activity that she may find enjoyable would also be good for her fine motor skills and confidence. Cooking would also help, particularly kneading dough and chopping.

Worriedmind Mon 15-Jul-13 15:09:37

She loves stuff like this but only thing near us is stagecoach and they are so expensive!

daftdame Mon 15-Jul-13 14:52:55

Just thought, if you think she may like it, drama/theatre classes may help over the summer.

Lots of movement, interpreting characters feelings, confidence etc.

daftdame Mon 15-Jul-13 14:49:45

smile

Worriedmind Mon 15-Jul-13 14:47:47

Thanks that is really really helpful.

daftdame Mon 15-Jul-13 14:05:17

Word searches may help with 3) and scanning skills. Some children find scanning (as in eye function) more difficult. Can be helped with exercises (such as word searches, spot the ball) that practice this skill.

daftdame Mon 15-Jul-13 13:57:25

It does sound like there are some things that could be done by the school straight away.

1) Make sure she is encouraged to use a check-list.
2) Use 'Talking Tins' if they have them.
3) Check her scanning skills when reading. Practice locating key bits of information, using subheadings etc to help.
4) Talk about looking for 'clues' in texts in relation to inferential questions. Look at descriptions of body language etc relating to character's feelings, descriptions of setting to create 'mood'.
5)Find some way of breaking down instructions, wither use a TA or provide a written list, write a list on white board for example.
6) Include her in a any fine/gross motor skills programmes.
7) Discuss her drawings with her. What shapes she can see? Show examples of shapes in real life objects by tracing over photos.

I think if these aspects are tackled it will give you more specific information which you can use when applying for 'Statutory Assessment'. and also should help her in the meantime.

Worriedmind Mon 15-Jul-13 13:45:46

Those talking tins look fab though, will pay for one myself if they will let her use it!

Worriedmind Mon 15-Jul-13 13:45:14

Ed Psyc has been in and stated likely processing disorder, at the same time we got a dyspraxia after getting a referral and specialist said processing disorder fit in with the rest.

Worriedmind Mon 15-Jul-13 13:42:50

Have they tried using a writing check-list with regards to capital letters and full stops? Not sure, I know its in her target at front of book.

Have they tired using 'Talking Tins' to record her writing ideas verbally before she writes them down? No they have not

What sort of reading comprehension questions does she have difficulty with, inferential questions or ones which require a more closed response? Ask for a list of questions for you to work with during reading at home.

On the assessment one she did she scored very high because it was open/closed. She has difficulty finding information from large chunks of text and interpretation of it.

Are they doing any fine/gross motor skills programmes with her to improve these skills? No

Are her difficulties with drawing due to what she perceives the shapes she is drawing (converting 3D images to 2D) or her fine motor skills? (Tracing might help with getting her to perceive the shapes she sees). Not sure

What sort of concepts does she find difficult to grasp? Could these concepts be broken down or is this due to her being distracted at important moments?

She also has a processing disorder so she only really gets things that are literal. Half of time she does not understand what teacher wants her to do, she cannot understand large amounts of instruction or information in one chunk, it has to be broken down.

When she was in infants there was a ta on her table who could break it down and tell her what she was meant to do, we had no issues as a result.

She is distracted because she spends half her time wondering what on earth she is meant to be doing in my view.

emilialuxembourg Mon 15-Jul-13 13:41:56

I would push for school to get full assessment from an LEA educational psychologist. There are too many issues listed. An assessment will highlight specific issues and help you and the school get targeted support.

daftdame Mon 15-Jul-13 13:35:50

from quickly reading the list of difficulties your teacher says your daughter has I would ask:

Have they tried using a writing check-list with regards to capital letters and full stops?

Have they tired using 'Talking Tins' to record her writing ideas verbally before she writes them down?

What sort of reading comprehension questions does she have difficulty with, inferential questions or ones which require a more closed response? Ask for a list of questions for you to work with during reading at home.

Are they doing any fine/gross motor skills programmes with her to improve these skills?

Are her difficulties with drawing due to what she perceives the shapes she is drawing (converting 3D images to 2D) or her fine motor skills? (Tracing might help with getting her to perceive the shapes she sees).

What sort of concepts does she find difficult to grasp? Could these concepts be broken down or is this due to her being distracted at important moments?

daftdame Mon 15-Jul-13 12:59:27

A Statement would name a suitable school for your DD. As her parent you are asked for your views on this.

Once a school is named on the Statement they can only refuse entry if they can prove that your daughter's inclusion would detrimentally affect the education of the other children (which is unlikely).

So a Statement might give you an added sense of security in this respect.

Worriedmind Mon 15-Jul-13 12:50:58

"However there is new legislation in place whereby the school have to demonstrate they have spent 6K on your child's additional needs before they will be awarded extra funding."

really??!!!

I do not actually want funding, more than anything I want a statement so she will get into the school that we all feel would meet her needs better at secondary which we are "just" out of catchment for (as in on the actual black line of boundary just out)

daftdame Mon 15-Jul-13 12:25:45

However there is new legislation in place whereby the school have to demonstrate they have spent 6K on your child's additional needs before they will be awarded extra funding.

You might ask yourself whether you think your school will be spending this and whether you want provision to be laid out in a Statement (which is reviewed annually but gives a legal entitlement) or whether you would prefer a more flexible ad hoc arrangement (which means you have to trust the school to manage this correctly). Some LAs give out Statements which are not funded.

Worriedmind Mon 15-Jul-13 12:20:18

Thankyou, I had no idea I could apply!

daftdame Mon 15-Jul-13 12:13:23

Sorry I don't think I made it clear, you have to write and ask for a 'Statutory Assessment'. The LA have to respond within 6 weeks.

daftdame Mon 15-Jul-13 12:08:34

^ info on the site. (sorry posted too soon)

I think LAs are more likely to give one if teachers also agree. The severity of need for which a Statement is awarded seems vary to from LA to LA. You should be able to look up your LA's policy for awarding Statements on their website.

A Statement will give your child the legal right to the provision on the Statement but this does not necessarily mean extra funding and sadly it is a moot point whether all schools adhere to the Statements, so you still have to be vigilant. Also they are reviewed annually to see if the provision is still appropriate (I would recommend you make sure you are satisfied with the outcome of this meeting also).

Have a look on the SN boards and you can get more of an idea.

daftdame Mon 15-Jul-13 11:59:23

Worried parents can apply for a statement if they want.

www.ipsea.org.uk/

Worriedmind Mon 15-Jul-13 11:41:27

MrZ do you know how far behind they have to be to apply for a statement?

She is currently at 2a for maths, 3c for literacy and is a year 5.

Report says
Struggles to work independently
Finds it difficult to find the message in stories and readings
Finds it difficult to read between the lines
Forgets Full stops and capital letters
Finds basic maths functions difficult
finds written calculation difficult
Finds it difficult to grasp new concepts
Cannot give reasons for predictions
Can verbally explain her results but finds it difficult to write them
Cannot research the past
Needs support using equipment
Struggles with foreign languages and must practice regularly (never had anything home to practice)
Finds it difficult to draw with precision

Worriedmind Mon 15-Jul-13 11:33:20

She said it had happened a couple of times in the last couple of months and therefore she wanted to mention it in her report (five times??)

I spoke to her about this and said I felt we should have been told earlier.
She said as it was not a major issue it was dealt with in class with a gentle reminder to focus.

She said if she told parents everything that happened she would be writing everyday....

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