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School consequences

(5 Posts)
Alljamissweet Wed 16-May-18 17:19:37

So, this week has been a bit tricky, our yr 2, 6 year old (awaiting Sensory Invention Therapy)....
Has so far -
Monday : kept in from play time for not doing his work.
Tuesday : sent to the head and missed play time for stopping (by shoving) another child pushing in the line.
Wednesday : SENT TO YEAR 1 for not doing his poem (says he didn’t know what to do...).
He struggles with listening to instructions. He tells me that there are no instructions on the board, just spoken.
He’s academically average but a summer boy with SATS next week.
I know the teacher has only a small number of consequences to choose from but sending him to year 1 has really upset me though lo isn’t bothered because he doesn’t pick up on these things I suspect due to the sensory issues.
Advice please. Xx

OP’s posts: |
Ted27 Wed 16-May-18 17:47:42

I think you need to speak to the SENCO to discuss his difficulties and how the school should be supporting him. Are school aware of his difficulties, does he have an EHC Plan

I'd be asking at minimum
Sending him to year 1 is pointless - what has that acheived ? Why is he not doing his work in class, how is he being supported so that he can do his work.

Don't be fobbed off with the idea of a small number of consequences - if he is struggling to do his work, he needs support not consequences

donquixotedelamancha Wed 16-May-18 18:10:47

First and foremost, go and have a chat with the teacher. Make sure they have as much info about his circumstances/needs as possible (without going into details you don't want to).

Ask for some details about what prompts the unacceptable behaviour and perhaps suggest strategies you use, but be VERY careful to avoid the impression of telling her/him what to do- if the teacher decides talking to you is not helpful then it will make things 10 times harder. Ask what you need to do at home to reinforce expectations and support the school. Do keep in mind that the teacher will have very little time and resources to do their job and you are inevitably asking them to do more than the minimum- though almost all teachers will happily do so.

Ask about the rewards system- this is critical in turning around difficulties. If there isn't one, ask for clear paise when he achieves specific goals (which may well be things you would expect another child to do without comment).

Ask about the tasks he is being given in terms of his capacity to do them. Emphasise specific details about his capability e.g. if he can't retain verbal info make that clear. Ask for specific arrangements to make tasks accessible e.g. written/pictorial instructions.

Consider working with the school to make visual prompts for any regular tasks and making sure he has access to them in class.

Longer term you need to meet with the SENCO and nail down personalised support. Many people focus on this bit (and it's important) but honestly the relationship with the teacher is more important in my opinion. It can be difficult to get much additional resource in place these days and paperwork saying particular accommodations should be made means little. Once that contact is in place, keep it up- it's very easy for things to slip with the huge challenges they will face (assuming it's a state school).

greencybermummy Sat 19-May-18 22:34:32

Loads of good advice about how to discuss with school on the NATP website National Association of Therapeutic Parents.

Alljamissweet Tue 22-May-18 13:25:31

Thanks all.
Well we seem to have made some progress! I suspect the class teacher got a bit of a grilling (and lied about his motives) but we both know that he made a grave error of judgement and he won’t be shaming any child in this way, any time soon!
I mentioned to the head that our boy had only had 7 starts this year and maybe the teacher could try praising him for the good things rather than punishing him for the few mistakes he makes.
The following morning, miraculously, our boy (in the worst week he’s had this year achieved 2 stars and hasn’t a clue what for!

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