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Proposed statement Part 3 (please crit it/shoot it down) objective 1

(13 Posts)
kafkesque Tue 27-Aug-13 16:45:19

Sorry long - I only have 15 days to respond. written by Herts thank-you
1.To support and develop Ds’s motivation, attention and approach to learning so he can access more of the curriculum and develop more skills.

a)The class teacher will ensure DS is provided with highly differentiated and structured curriculum, with a high level of visual cues to aid his learning and understanding. Subjects or activities that DS lacks a natural interest in will be adapted to incorporate his personal interests. This will be implemented across the curriculum as part of class routines.
b)The class teacher will provide DS with consistent routines and boundaries as part of a structured school day, depicted visually, eg. Using a visual timetable. An adult will prepare DS for any changes to the planned routine or activity.
c)The teaching staff will set clear attainable targets for DS with appropriate rewards for their completion, to foster his motivation and independent learning skills. The rewards will be meaningful to him and may be in the format of a chosen activity after an adult led task.
d)All adults working with DS will refer back to the ‘Now and Next’ board if he becomes upset and use minimal language while supporting DS to calm down, before resuming the planned activity.
e)The class teacher will consider creating a photograph/object schedule of DS carrying out the morning routine(eg bag, coat, books) to develop his independence and reduce the need for verbal prompts.
f)The class teacher/SENCO will continue to liaise with the Communication Disorders Team as required.

e) made me LOL!

'As a requirement of this statement, the class teacher now has a statutory obligation enshrined in law, to CONSIDER something.'

Where does all this stuff appear in the statement?

f) if they are continuing with something, wtf is the purpose of the statement?

BTW, DS's statement said that in the nursery classroom, to help with his fine motor skills he must be given access to pencils and crayons.

So pleased he had that as a legal entitlement during his attendance at nursery.

PolterGoose Tue 27-Aug-13 19:00:22

Am I missing something or isn't that all stuff that should apply to every child in school? confused

kafkesque Tue 27-Aug-13 20:58:27

All this stuff appears in Part 3. Is that the most important part?

Should the LEA have progressed his care in the statement? I feel that mostly they have not.

I also do not like the word 'consider' What shall I get them to change it to?

I have a chance to meet with them and will ask if all stuff that should apply to every child in school?

Is that the entire part 3

or are there other objectives with similar lists?

kafkesque Tue 27-Aug-13 21:27:16

there are 6 objectives with different lists I thought better to split them up as different children have different needs. Although now I see I may have confused people.

The language one I was hoping for comments on that one (objective 2) in particular (from specialist mums) because I don't think DS has been given the correct amount not that they have quantified or specified much.

Igottaproblem Tue 27-Aug-13 21:37:51

http://www.sossen.org.uk/reports/Check_statement.pdf

we are going through the same thing (just received proposed statement and wondering what on earth to do)
thought I would post you this link in case it proved helpful to you at all as I have just found it really helpful - and am going to call ipsea advice line tomorrow for extra help

I also found this useful in helping me understand what a statement should/could look like

http://www.talkaboutautism.org.uk/lib/liDownload/208/What_does_the_statement_look_like.pdf

Hope that is helpful but ignore me if not, am posting in haste, just in case the links which I have just found so helpful, help you too

kafkesque Wed 28-Aug-13 17:53:34

Very helpful thank-you. It's just some of you have gone through tribunal and seem to spot anything dodgy a mile off. LOL I am being lazy to a certain extent but also need the bleeding obvious pointed out.

I think the advice on what to do really stems from what your child's needs are and none of us have seen his reports or a detailed interview with you.

The statement looks dire, from the perspective of a mother who has a child with needs that that just wouldn't meet. I think it is probably dire anyway as I can't seen anything in it that is outside of a normal school daily experience anyway, but it may well be perfectly adequate for your ds. Though I wouldn't expect that of Herts.

claw2 Wed 28-Aug-13 21:34:01

Part 3 of mine is just as bad.

For example objective - to manage his high levels of anxiety

Provision to meet that objective - support from CAMHS (they haven't seen ds in 8 months)

However I accepted the draft, due to lack of recent assessments (ds refusing them) and Part 4 naming the indi specialist school ds needs.

The new school have been brilliant and ds will have a named TA when he starts, a detailed home/school book with the named TA and myself to communicate behaviours, they have asked CAMHS to attend regular planning meetings to advise, even though none of this is in ds's statement.

To ds's old school non specialist school - support from CAMHS, would have meant none of our business, CAMHS are dealing with it.

A lot can depend of what your childs identified needs are and which school is named in part 4 and how helpful they will be.

sazale Wed 28-Aug-13 23:11:15

In my DD's part 3 it says objective: to help DD to develop her personal organisational skills. Provision: staff to help DD develop her organisational skills. Annual review and the headteacher put that they were helping DD develop her organisational skills by giving her a drawer!

sazale Wed 28-Aug-13 23:12:09

DD is 14!

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