dd has just started Reception, she has selective mutism.
So far, 4 days in, she is really happy to go and is actually pushing me out of the class room when she is ready for me to go - even before her little pal turned up today! No speech yet but lots of non-verbal communication.
I want to crank things up a bit next week; she's done so well settling so far, that I want to get more involvement from the teacher/ TA to support her to speak to them in my presence. We arrive at school 20 mins before everyone else to get her sorted and talking to me in the class environment. We have 10 mins when all the parents are there with their kids, so I have focused on supporting her to speak to her friends (she so far can only do this when I am there, or playdates). The bit we're missing is me supporting her to speak to the teacher/ TAs as they never seem to come into class until 2 minutes before the children enter (things are already set up).
I would really like for one of them to be available for 5 mins daily before the other kids arrive, for us to show her a picture/ toy etc and get dd chatting. But they're already pissed off with me, so I don't want to go about my request in the wrong way or ask for something unreasonable (are they likely to be having a meeting immediately before? or just a fag break?!) I also want to request a meeting with teacher - it's so difficult to get more than the most basic level of info other than "she's been fine" each day. And some more home visits would be nice as she can speak to them at home, but this might be getting too close to being super-demanding!?
Do I ask the Ed Psych to liaise with them, do I go to the head, the SENCO or ask the teacher myself? How much autonomy do teachers/ SENCOs have anyway? I thought I'd agreed stuff with the teacher at the end of term, only to have it made clear to me that things were not OK with the head (who has since retired). Argh, don't want to mess up again!
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jamsandwich · 10/09/2009 20:37
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