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Proposed statement Part 3 please crit it/shoot it down objective 3

(8 Posts)
kafkesque Tue 27-Aug-13 20:25:59

Sorry long - I only have 15 days to respond. written by Herts thank-you

3.To develop Ds’s thinking and learning skills so he can make progress in the NC and take full advantage of all learning opportunities in school.
a)The Head teacher will ensure all adults working with DS will have a good understanding of his needs and adapt learning activities and teaching styles to accommodate these needs.
b)The class teacher will provide DS with a curriculum adapted in pace and delivery to allow him time to process his answer and allow for frequent reinforcement and overlearning.
c)The class teacher will ensure DS has adult support to ensure understanding, to focus and refocus where necessary, to foster motivation through reminders about rewards and to monitor when additional breaks are required. This will be delivered as part of class routines.
d)All adults working with DS will ensure tasks are broken down or ‘chunked’ into small steps. This will be represented visually, so DS can see how far he is through a task and what he has left to complete. This will allow for possible increased breaks or rewards after each step.
e)All adults working with DS will show him an example of what he has to achieve, eg finished model, the number of questions to answer or pages to read etc. A visual timer can be used to signify how long DS has to work for how long to the end of an activity. All activities will have clear beginning and end.
f)The class teacher will provide DS with explicit teaching for generalisation, to ensure he is able to transfer and use knowledge and skills learnt in one situation or lesson to another. This will be facilitated by a named adult as part of class routines.

This is your second thread btw.

I replied to your other.

kafkesque Tue 27-Aug-13 20:53:04

thanks for replying

kafkesque Wed 28-Aug-13 09:12:34

Just Part 3 objective 3 sorry it is confusing. I have done it this way with separate objectives otherwise my thread would have been too long and hoping to help other people too. For example our objective 2 would not help anyone who doesn't have a language problem.

objective 3 is all about thinking and learning skills.

So much has been made about the wording of statements so I have put ours out there hoping someone could help quantify and specify or is this well written? I am assuming part 3 is the important part you really have to get right.

Weller Wed 28-Aug-13 10:12:06

I am assuming this is a MS statement, I have read all of your recent three post and TBH without any quantification and using terms 'will at their discretion' the advice would be very similar with all three posts. How is the provision going to be delivered, who is responsible for what is delivered and then hours and precise description of allocation 1:1 X 30 mins etc. the question I would be asking myself would be is the proposed statement close to the provision that I would like for my child that changing some wording will result in what my child needs or is the statement so far away from what he needs that I either re-write myself or ask for it to be finalised for appeal.

What Weller said. If you turned that statement into a specified one, woukd it be adequate?

I don't remember your child's dx or difficulties but I would guess that even a specified version of that statement won't add much that isn't doable without a statement.

When I was there, that was exactly what Herts aimed for and Parent Partnership advised me not to appeal on the basis that I was lucky to have a statement at all given the provision in it could be delivered without one.

kafkesque Thu 29-Aug-13 22:03:19

I thought the statement was supposed to be a progression of provision to progress his learning. This does not seem to be the case.

No. It is a statement of educational needs, and then details of the provision required that will meet those needs that is outside what a school would normally be expected to provide.

So all reference to class teacher can talk to him occasionally if she deems it necessary has no place in the statement. What needs to be written down is all the things EXTRA to normal differentiation and classroom practice.

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