Dds report is ALL negative.(48 Posts)
^ However what this has resulted in is misinformation for the document as a whole.
It is good that this can be easily resolved, however I do think the teacher should may be have checked the result a bit more closely.
When teachers write reports they often do it in a system whereby you only see that one subject at a time for each child, rather than the whole report at once, and most teachers I know do it subject by subject, I.e. write all the classes reports for Maths, then all the English, so there is bound to be duplication. The teacher will also either use a comment bank, or have stock phrases that they personally use lots of times.
It would be hard to write a primary report without similar phrases etc coming up for a child unless the teacher spent extra time changing the style of their writing in each subject, which would feel unnatural to the teacher.
Cooking also fantastic for following instructions , from a recipe, cookery programme or AP. Also good for using equipment.
Oh, that's a shame, but it is positive that she likes these kinds of activities.
It shows that she is not anxious about acting and movement type activities which means it will be easier to work on interpretation of character's motivations reading comprehension wise and her gross and fine motor skills physically.
Martial arts, dancing, swimming, cycling, tennis, athletics, trampolining, skipping, gymnastics, yoga, bowling, laser quest, computer games I should imagine are all good for gross (and some fine) motor skills and general body awareness.
Encouraging any art activity that she may find enjoyable would also be good for her fine motor skills and confidence. Cooking would also help, particularly kneading dough and chopping.
Just thought, if you think she may like it, drama/theatre classes may help over the summer.
Lots of movement, interpreting characters feelings, confidence etc.
Word searches may help with 3) and scanning skills. Some children find scanning (as in eye function) more difficult. Can be helped with exercises (such as word searches, spot the ball) that practice this skill.
It does sound like there are some things that could be done by the school straight away.
1) Make sure she is encouraged to use a check-list.
2) Use 'Talking Tins' if they have them.
3) Check her scanning skills when reading. Practice locating key bits of information, using subheadings etc to help.
4) Talk about looking for 'clues' in texts in relation to inferential questions. Look at descriptions of body language etc relating to character's feelings, descriptions of setting to create 'mood'.
5)Find some way of breaking down instructions, wither use a TA or provide a written list, write a list on white board for example.
6) Include her in a any fine/gross motor skills programmes.
7) Discuss her drawings with her. What shapes she can see? Show examples of shapes in real life objects by tracing over photos.
I think if these aspects are tackled it will give you more specific information which you can use when applying for 'Statutory Assessment'. and also should help her in the meantime.
I would push for school to get full assessment from an LEA educational psychologist. There are too many issues listed. An assessment will highlight specific issues and help you and the school get targeted support.
from quickly reading the list of difficulties your teacher says your daughter has I would ask:
Have they tried using a writing check-list with regards to capital letters and full stops?
Have they tired using 'Talking Tins' to record her writing ideas verbally before she writes them down?
What sort of reading comprehension questions does she have difficulty with, inferential questions or ones which require a more closed response? Ask for a list of questions for you to work with during reading at home.
Are they doing any fine/gross motor skills programmes with her to improve these skills?
Are her difficulties with drawing due to what she perceives the shapes she is drawing (converting 3D images to 2D) or her fine motor skills? (Tracing might help with getting her to perceive the shapes she sees).
What sort of concepts does she find difficult to grasp? Could these concepts be broken down or is this due to her being distracted at important moments?
A Statement would name a suitable school for your DD. As her parent you are asked for your views on this.
Once a school is named on the Statement they can only refuse entry if they can prove that your daughter's inclusion would detrimentally affect the education of the other children (which is unlikely).
So a Statement might give you an added sense of security in this respect.
However there is new legislation in place whereby the school have to demonstrate they have spent 6K on your child's additional needs before they will be awarded extra funding.
You might ask yourself whether you think your school will be spending this and whether you want provision to be laid out in a Statement (which is reviewed annually but gives a legal entitlement) or whether you would prefer a more flexible ad hoc arrangement (which means you have to trust the school to manage this correctly). Some LAs give out Statements which are not funded.
Sorry I don't think I made it clear, you have to write and ask for a 'Statutory Assessment'. The LA have to respond within 6 weeks.
^ info on the site. (sorry posted too soon)
I think LAs are more likely to give one if teachers also agree. The severity of need for which a Statement is awarded seems vary to from LA to LA. You should be able to look up your LA's policy for awarding Statements on their website.
A Statement will give your child the legal right to the provision on the Statement but this does not necessarily mean extra funding and sadly it is a moot point whether all schools adhere to the Statements, so you still have to be vigilant. Also they are reviewed annually to see if the provision is still appropriate (I would recommend you make sure you are satisfied with the outcome of this meeting also).
Have a look on the SN boards and you can get more of an idea.
Worried parents can apply for a statement if they want.
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