Statement for poor pronunciation when starting school(61 Posts)
DD aged just 4 has very poor pronunciation due to some hearing loss when she learnt all her basic sounds incorrectly, including her vowels. She also speaks quickly, loudly and in lengthy sentences so she cannot be understood. I can understand a fair amount and other children seem to cope but many adults do not.
She is age appropriate or advanced in all other areas so there are no concerns regarding her vocabulary or understanding. She knows her number and letters. Her behaviour is fantastic, she is extremely capable and independent in her life skills and her social skills are very advanced. I felt I couldnt post on the SEN boards as her difficulties seem so mild.
Grommets have hopefully corrected her hearing now and she is in a specialist nursery where she receives daily speech therapy. They are recommending starting the statementing process now ready for her starting mainstream school next September as it is such a lengthy process. Legally she does not need to start until Jan 2015 and could stay at the specialist nursery but she is keen to start in Sept 2014 with all her friends and siblings.
I am looking for experiences from parents or teachers who have experience of similar situations. What we should aim for in the statement and what we can realistically expect? Also any experiences of parents perhaps paying for private speech therapists to come into school if necessary to enhance the support.
Thanks Icimoi I had discussed it with IPSEA and our SALT and the critical parts are very specific. They have taken the wording from the SALT and EPs recommendations. Thanks for the advice though a useful tip for anyone else applying.
Great news. Can I just suggest you get someone like an education lawyer or advocate, or SOS SEN or IPSEA, to check over the statement. It needs to be specific and detailed, otherwise you may find support disappearing and, if it's not specified, it's difficult to enforce. For instance, it may need to set out that dd has a defined amount of 1:1 therapy with a qualified SALT plus a programme set up and monitored by a SALT - some statements talk in vague terms about how the child will 'benefit' from undefined SALT programmes, which is more or less meaningless.
It certainly varies between areas. In my school of 450 children, we have only 2 Statemented children, and they both have quite extreme Autism and will shortly transfer to Special schools.
And we have 92 children in the school with 4 statemented children, three of them in my class!
Just wondering which City this is? I work in sen in a big city and there's nowhere like this. A team of SLTs and free transport for a 4 yr old not behind in other areas, unheard of. There are Splg units but they wouldn't offer free transport or the service you are you receiving. You're doing well OP, I'd go with whatever the team advise. Good luck
Sorry. Should have read full thread before posting. Delighted your dd has got so much support.
I used to work as an educational psychologist prior to having kids. I know of a couple of kids who had similar difficulties to your dd who received statements. From memory, the difficulties were with verbal dyspraxia and the kids didn't have any other significant issues. They were very severe cases though and were pretty much unintelligible to everyone except their parents. I hope your dd gets the support she needs.
It certainly varies between areas. In my school of 450 children, we have only 2 Statemented children, and they both have quite extreme Autism and will shortly transfer to Special schools. And that's not for lack of trying on our part for other children with severe needs.
Why do mums not want to be TA/LSA in other areas? Here mums are prepared to volunteer one or two days a week for several years in the hope of eventually getting a job in the school. It is the only option that avoids any childcare for mums of children in the school. Many of the TAs / LSAs in my DCs school were teachers or had other professional roles prior to having children, they all have or had children in the school and no one ever seems to leave once appointed. I had presumed the role was equally sought after everywhere.
Yes, I expect it is easier to get a very good TA in a school where jobs are sought after.
My school has a huge recruitment problem so a L1 TA would likely be very inexperienced and possibly agency (and therefore regularly changed).
I am not trying to offend anyone who hasn't managed to succeed as all areas of the country will be different too hopefully just give hope to some.
Charles - do you mean a place in a specialist unit? If so we were offered a full time place in a local language unit but it is in a different school to her siblings and when we visited she was clearly ahead of the other children in her maths and general understanding etc and the staff made it clear that they thought this. We turned it down and chose the 20 hours and SALT.
We will fund additional SALT if necessary and I have been attending weekly SALT for over 5 years now (with one of her siblings too) so am well able to support her at home too. I will be pushing for an experienced LSA and if not then ensuring they are quickly and fully trained. Jobs in the school are highly sought after so they can get very high calibre staff who want term time/school hours.
I am sure it is harder to apply for a statement once they have been a year or two in school. My dd has come straight from a specialist unit so it is easier to fight the case. Also as pointed out motivated parents who fight for their children are more likely to succeed especially if the LA know they will go to tribunal if they don't get it. I can spend unlimited amounts of resources fighting, chasing and appealing if necessary which schools cant.
DD has had weekly SALT since she was 2 despite most people saying it is not offered at that age. This is despite her having great understanding and behaviour and no other problems so it can be obtained.
On the other side we have a child leaving us in 6 weeks having been identified as having SLCD before starting school and having applied for statements every year since he entered reception. We have been constantly told we are doing too good a job and that he is making too much progress. The message being if we allow children to sink they will get a statement if we do our job they won't.
LAs start thinking about transition in Y5 so if it looks like a pupil will not cope in MS Secondary that is the point they will get a Statement.
River and Spaniel can i ask what was different in yr 5?
We are very worried because Ds is making tiny steps of progress even though its way behind everyone else that we will be in the same position as you.
Did you get better at fighting your case or did they just concede and agree with you in Yr 5?
Sorry Op for squeezing a question in
Same from me, I have just managed to get a statement for a year 5 who we have been trying to get a statement for since Reception, he is currently working at the level of a Year 1. Each year we have applied, each year we have been told he is not far enough behind his peers to qualify for a statement. Any small improvement in achievement has been used as a stick to beat us with, showing that we don't need additional support!
It is wonderful that your child has received a statement, there are plenty more who need more support than we can provide.
I am pleased for you, but I think this shows how flippin' unfair things are and probably why you feel you were met with so much negativity from mainstream teachers. We just got a statement for a year 5 child after applying every year since that child was in year 1. To be honest, it's probably also got a lot to do with motivated parents who push for what is needed.
salt I'm glad you got a statement but do you think 20hrs 1:1 (with a L1 TA who will have no specialist knowledge I expect) and an hour a week with a SALT will be enough support?
In your situation I would have pushed for the Resourced place out of county.
I've got children assessed on the 0.01 percentile saltstatement who have been turned down for statements.
gatofelix - we may have been in the same situation if she had got to school without a statement however salt applied from nursery so it is in place before she starts school. Although I believe had she been in the bottom 2% she would not have got a statement even here as the criteria is bottom 1%. There is a different package for the bottom 2 to 4% but I cant remember if that is SAplus or not.
Well done salt
Ds is assessed as being in the bottom 2-4% for his receptive and expressive language and we are getting no where apart from a few pointless small group interventions every term which the school begrudgingly provide.
He's going into Yr 2 on P scales even though cognitively he's average
I need to move to your area!
Mrz - I have no idea why it varies so much, we are in an affluent area but not sure if that would have any impact. You state it is such a common problem but that is not the case in our school, I cant speak for the whole area. However I understand her SALT tested her pronunciation as being in the bottom 1% which presumably is nationally. However her statement makes it very clear that no one thinks she has any other problems including the EP and paed reports which is great news.
Well done I'm pleased for your daughter and really wish it was that easy in my area
Wow! That is amazing news. Well done.
I hope she thrives at school and her speech improves.
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