The proposed statement (not yet finalised - I have been delaying) is still crap - m/s, 15 hours unspecified LSA support.
The school propose to meet his needs (having originally said 'no' as they were full) by his having access to the class TA plus social skills group and gym trail. The school only employs TAs in the mornings so in reality this is only access to the class TA during part of the mornings, provided that she is not otherwise occupied delivering literacy/numeracy interventions to other DC with SEN in the class.
His statement says that he is to be supported at lunchtime but the school want him to attend gym trail and social skills at lunchtime, 4 days a week.
He is not receiving support at structured or unstructured times and there have already been several incidents (only found out by overhearing another CT talking to DS2 about his upsetting behaviour in assembly and asking why he had not reported to her at breaktime as instructed). This is in his statement.
He also has a behavioural reward system in his statement. The CT is delivering this. He can only earn tokens when disengaged and then must complete a set task in two minutes using a timer. This happens very inconsistently and it takes over a week to earn 16 tokens to exchange for a reward. The reward is playing with a DC he chooses. The other DC does not have to earn this reward.
I have managed to get DS2 back on to NHS SALT and OT lists (they tried to discharge when we moved counties) but as he was officially discharged at the time the statement was drafted, SALT and OT are totally absent. Unfortunately, the LA seem to have forgot to request information during SA and it will now take some time to get DS2 back into the system as we are now going back to assessment.
Obviously the statement is crap and I will have to go to tribunal to get back the SALT and OT school visits as the NHS here do not do them unless it is specified on the statement.
But aside from that, the implementation of the crap statement is beyond crap and I don't know where to start without sounding like an officious cow. I'm all for burning bridges but tbh atm am more than a little stabby but DH wants to be 'reasonable'.
Please help me put my concerns to the head reasonably when I really want to rip off his head
TIA
Here are some suggested organisations that offer expert advice on special needs.
SN children
Meeting tomorrow with HT to discuss statement/provision and desperately need help
KOKOagainandagain · 29/09/2014 08:18
I sent DH to an earlier smile and nod fact finding meeting which is how we know what they are planning - fuck all. The first draft was for 5 hours but the planned provision for 15 includes nothing extra.
I didn't want another meeting but asked the teacher how the TRS worked (supposed to be a joint approach). She got all defensive when I asked how their system teaches independence and asked how tokens could be faded when so few were given at the start, and said I should make an appt to see the head. They seem to have invented their own system that takes less than 5 mins per day and ignores desired behaviour. The school don't even use tokens every time he loses focus but just occasionally when other pressures permit. If they aren't going to do it properly they should at least do no damage. He thinks that the 'better' he is the more tokens he gets and wants to earn as many as possible. This means he really has to 'act up' before he is given the opportunity to earn tokens 
And the madness of removing a child at unstructured times to teach social skills. This is instead of support to aid interaction at unstructured times. He has settled in really well (only joined the school 3 weeks ago) and has made a friend already, and been invited to another child's party. Now he won't get to play with them at breaktimes.
I sent DH to an earlier smile and nod fact finding meeting which is how we know what they are planning - fuck all. The first draft was for 5 hours but the planned provision for 15 includes nothing extra.
I didn't want another meeting but asked the teacher how the TRS worked (supposed to be a joint approach). She got all defensive when I asked how their system teaches independence and asked how tokens could be faded when so few were given at the start, and said I should make an appt to see the head. They seem to have invented their own system that takes less than 5 mins per day and ignores desired behaviour. The school don't even use tokens every time he loses focus but just occasionally when other pressures permit. If they aren't going to do it properly they should at least do no damage. He thinks that the 'better' he is the more tokens he gets and wants to earn as many as possible. This means he really has to 'act up' before he is given the opportunity to earn tokens
And the madness of removing a child at unstructured times to teach social skills. This is instead of support to aid interaction at unstructured times. He has settled in really well (only joined the school 3 weeks ago) and has made a friend already, and been invited to another child's party. Now he won't get to play with them at breaktimes.
To comment on this thread you need to create a Mumsnet account.