Full time 1:1 - your thoughts - aibu?

[Tainbri]

My DS's EHCP specifies "full time 1:1" I do understand that this is unlikely to be the same person and, like in previous years two people share the role so the child isn't reliant if someone's ill etc. I also get that in some lessons it may be appropriate that the 1:1 is overseeing other children at the same time for "small group work" etc but this term DS's school hasn't allocated him the (lovely) LSA he had last year (she is also upset as she's fond of DS and it worked well, but she has to do what she's told by school) anyway, my issue is that there is nobody attached specifically to DS. That's not to say that there isn't an LSA, it just could be whoever happens to be free. So no consistency and even more worrying no knowledge of my sons needs. I am seeing the senco later this week, but AIBU?

[Franticallypaddling]

My son had full time 1:1 provision. He didn't have the same LISA all the time but he had have a named person. She was the one that had an in depth knowledge of his difficulties (asd) and she was the person he went to if he had an issue he needed to raise. She also came information to his reviews. I don't think it is unreasonable to expect something similar to be in place.

[cheesemumma]

Surely they will have knowledge of your son's needs as there will be a limited number of people they can allocate to him? The teacher will also be a consistent adult who will be directing the LA.

To be honest the previous LA may be thankful of the break, no matter how lovely your son is 1:1 with one child a week is not fun for child or adult. I would think it's better for him to adapt to a range of adults with the class teacher as a constant.

I'm sure this is all relative though for the reason for 1:1. If your child has autism and needs routine etc then the same LA would probably be advisable.

Ask the SENCO for the reason before going in all guns blazing.

[Franticallypaddling]

Sorry - auto correct on my phone. Hopefully you know what I am trying to say.

[vivaVasLagas]

I was a 1:1 for 4 years. 2 different children for 2 years each. Both were autistic (among other issues).

It's incredibly hard work. I found it much harder than being a 'regular' teacher. As attached as I was to each child, I was pleased to have a break or change of role. 30+ hours a week with one child isn't good for either the LSA or child.

When I changed children I said exactly the same as your LSA did to you but I was overjoyed to be changing roles and was the one who instigated it with the SENCO.

"no knowledge of my sons needs" seems to be undervaluing the professionals looking after your child and baseless.

His EHCP specifications are being met. What more do you want?

[Balfe]

TAs are being cut everywhere. Needs are going up. We have more children who need 1-1 than we have adults available.

His needs are being met.

[TwoBlueFish]

I would not be happy with that. They get funding for the 1:1 so should have someone specifically named not just whomever happens to be available. My son had the same 1:1 from reception through to half way through year 6. Definitely speak to the SENCO and stress that your son needs consistency.

[Flitter123]

Sorry I don't think that's appropriate at all. I would find it very unlikely that all the people would have the appropriate training to work with him and if the school says they do I would ask for evidence. Also children with Special Nerds need consistency. I can understand two people sharing the job but no more than that.

[ponderingprobably]

Ask to see their quantified provision map. This is what shows how your child's individual funding is allocated. Any change in his provision should be noted, along with how your child copes with this. This will highlight any change or progression in needs, together with positive (or otherwise) outcomes of what provision has been implemented.

Schools have to provide paperwork, such as this, to justify funding. You have a right to see what provision your child has received as well as the outcomes of this provision. Unfortunately a lot of schools attempt to use children's individual funding elsewhere - yet still claim it has been spent on the child with the funding. This IMO is fraudulent and distorts perceptions of what an individual child's needs are.

[backOffSunshine]

Funding is being cut but the school are providing what they should. There can be massive benefits to sharing responsibilities for a child who requires 1:1 support between different adults.

TwoBlue

This, IME, is unlikely to be healthy. 6 1/2 years with the same adult can lead to unprofessional relationships and over-reliance on one person.

You are making massive assumptions as to this not being a carefully structured time table. The funding pays for 1:1. The cost to the school is the same whether it's one person or more than one. The is absolutely no need for them to have a named person due to funding. They simply have to have evidence that the required support is being provided.

Flitter

I'd laugh you out of my office if you demanded to see the credentials of my staff. Besides which, consistency can simply reinforce the need a child has for it; chicken and egg.

[Tainbri]

Thanks everyone, it's good to get perspective. The main thing is I am not sure his needs are being met. "Someone" may show up but I am not convinced they even know why he needs 1:1. Probably due to lack of communication (as nobody appears to know who's doing what and when) Today the person who was supposed to be with him (he has no idea who it even is, which in itself he finds unsettling) didn't show up. The class Teacher said why aren't you doing your work? He says because I need a scribe. Ok, she says, but instead of helping him, she's with others and carries on so he just doesn't do anything all lesson! The school get just over £50k a year in additional funding for 1:1 and intervention, so it's seriously not a case of them not getting the money, but as others have said I think it is likely that it isn't all spent on DS!

[vivaVasLagas]

£50k additional funding; so around £55,000 per year for your child?

[Tainbri]

Yes!!! So that's why I kind of want to know they're doing their job!! For that it does also include OT, SALT and wave 3 maths and Literacy intervention, but also the 1:1, and I just feel that he should get a "professional service". (Like you'd expect from any other business for that kind of money!!) I honestly do get that more than more one person may be required but I don't know if iabu to feel that DS should know who's with him and when and that there should be some kind of communication/joined up thinking and ultimately needs being met! I admit I'd prefer it if if was just one person, but that's not happening but what is reasonable to expect?

[ponderingprobably]

These are good people to contact, regarding your child's entitlements:

www.ipsea.org.uk/

[vivaVasLagas]

I can't believe that any child is worth 10x more than another.

That's a frightening amount! With schools struggling, I can see why the temptation may be there to redistribute this wealth amongst the other children.

At the same time, I can't see where you think he's being failed. I think having more than one 1:1 isn't such a big issue. Certainly a 1st world problem!

[QueenofLouisiana]

My LA is allocating £4,000 funding for the year for each child who needs full time support (around 25hr/week). That is paid in 3 instalments, paid the term after we have spent the money. This is not unusual! The amount hasn't gone up in he last 5 years- but I suppose the logic is that TA pay hasn't gone up either.

I am trying to explain to many parents that the lack of money in schools is going to have an impact on what we can provide. You wouldn't reduce the amount you spend on a car and expect the same level of trim, public services are the same.

If your school is indeed given £55,000 purely for a 1:1, I am either in the wrong school or on the wrong job- I'd love to earn that much as a 1:1 rather than a lot less for teaching 30 children.

[Nousernameforme]

We have a 1-2-1 full time for my ds. Its the same man all day everyday. We had a different one last year that was just mornings but every morning all year baring sickness it was the same person

I thought that was just how it worked.

However the ta pool in any school isnt huge so, if they dont have just one person they will have a group of the same people on rotation. They will get to know your child quite quickly is it because of the new year and having new staff on do you think?

[Tainbri]

By the way it is a special school rather than mainstream top up, which again is why I'd hoped they might be more consistent

[vivaVasLagas]

Queen

I left the state system (and UK) many years ago but can only assume that this enormous figure is swallowed up in various middle-management fees and outsourcing as opposed to LSA salaries.

Having said that, I was a 1:1 (now Primary Head) and I'm not sure which was less all-consuming and stressful. Great 1:1s are worth their weight in gold and (no offence) harder to find than great teachers.

I'm out of touch with UK funding but speechless at the amount of money spent on the OP's son!

[ponderingprobably]

I can't believe that any child is worth 10x more than another.

That's a frightening amount! With schools struggling, I can see why the temptation may be there to redistribute this wealth amongst the other children.

At the same time, I can't see where you think he's being failed. I think having more than one 1:1 isn't such a big issue. Certainly a 1st world problem!

Children with disabilities need extra resources to cater for their needs. It is not about being worth more or less.

[Balfe]

You are within your rights to ask why the 1-1 didn't turn up. That's different to who the 1-1(s) is(are) and what qualifications they have.

[vivaVasLagas]

Yes it is. It absolutely is.

Most children are worth £5k a year whereas some get £55,000.

[Amanduh]

We have the (very small 12k a year) funding for a 1:1 for one of our pupils.
We cannot get a 1:1 TA to work for that money for us.
So we employ a qualified agency TA who works with the child for his 'important' lessons and she has to work elsewhere in the school for another childs 'most important' lessons and the autistic child always has support from somebody during those times. It's the only way we can get anybody to work with these children for the money we have. It's awful, but the government have our hands tied.

[hazeyjane]

Jesus, after battling ds's school for the appropriate support his funding should provide, and feeling like I would have more success crapping into a thimble, reading some of these posts have actually made me burst into tears. I fucking despair.
Op YANBU

[Wolfiefan]

I would want to know that a timetable was in place. What provision have they made for absence? How will they brief the person on his needs?
I think my concern is that there wouldn't be a 121 at all. That they will try and say another adult in the room is good enough. Clearly it isn't.
Could they have a bank of staff that could be the 121? Brief them all on his needs? Would a page of photos help? The teacher can point to the person who's coming along today so he knows? I would say tell him the day before but then of the person is ill etx that would not help.
Sorry thinking aloud!

[fleshmarketclose]

Dd's statement specifies that support is to be delivered by a maximum of three TAs (with specific training etc) which ensures that we don't get ad hoc TA support. Ideally she would have two TAs but the third is to cover absences and illness. You need to get similar into your EHCP, you also need to speak to IPSEA or SOSSEN to get help to enforce the EHCP.
If it's a good EHCP that is quantified and specified then write to the LA formally complaining about their failure to ensure that the EHCP is being met by the school. Last term I threatened to inform the LA that dd's school was taking the piss which ensured that within two days the support was exactly as it should have been (two of dd's three TAs were off sick and as I told the school it's not my problem you must meet the statement)