Have been fighting with the school for years to implement some sort of help for my high functioning child with ASD. New HT started 4 months ago and assured me at a meeting that big changes would be put in places so my child finally gets the support they need. Have another review coming up, and nothing has been put in place since the last. I don't know whether i have a leg to stand on in terms of making a complaint. The school keep telling me that due to budget cuts and understaffing, there just isn't the time or resources there for my child because the only issues they have are social issues.
So basically, if this was your child, what would you suggest to the school (they have actually asked me to come up with strategies/suggestions for the next meeting as they are currently clueless apparently!)
Basic info:
- Child is 10yo
*Child point blank refuses to move school (none of the local schools are any better, truth be told, and we are moving house anyway after the summer so schools will definitely be getting changed then but for now we're staying put)
*No lunchtime clubs/playtime clubs/buddy system or anything like that due to poor staffing and resources
*Child not allowed to go sit somewhere quiet to chill out if needed during playtime/lunchtime as there is no staff to supervise them
*Child does not have the communication skills or the confidence to go up to someone in a busy playground and initiate or maintain a conversation
*Has one 'friend' who will sometimes play with them, but as soon as someone else comes along the friend goes off and my child doesn not have the confidence or skills to play/converse in a trio or more without adult support
*2 different teachers come into the class for half days each week and do not appear aware of my child's ASD. Lots of shouting from the teachers for not following their rules, and doing things the main teacher does them etc.
*My child is very bright and in top groups so there is no issues with reading/writing/maths which is where the HT tells me the very limited classroom assistants (2 for the whole school) have to prioritise
*Similarly, my child has no behaviour issues. Very good at masking at school then letting loose when home. So the teacher does not feel any support/adjustments need to be made in the classroom.
*The main issues is social skills. Has been at the school for nearly 6 years and still no friends. Whereas everyone else in the class has a group of friends and my child does not feel comfortable approaching them.
Strategies that the new HT implemented/suggested since starting 4 months ago:
*promised to start up a lunchtime group my child could go to but this didn't transpire because of lack of staff
*said that the teacher would suggest a friend for my child to play with in the class before they all went to the playground for playtime and lunch. The other children were not happy about being taken away from their own friends and treating the interaction with my child negatively as a result. As soon as they got outside, they'd go and join their usual group of friends. Occasionally, my child would be invited to join in but doesn't like groups of people as my child feels 'invisible' and 'forgotten' and 'not included'. So the teacher ended up telling me this wasn't working as the other children were being taken away from their own friends and it wasn't their fault my child was to shy to join in their group when asked.
*Asking playground monitors (2 staff and the whole school are in the playground at once - no separate break times for infants and older ones - so playground is constantly mobbed) to keep an eye on my child and direct them to a friend if needs be. On the rare occasions this has happened, (when my child has been brave enough to go up to them and ask for help to find a friend) they just point to anyone else in the yard who is on their own and expect my child to just approach them and ask to play. No understanding of impaired social skills, and social communication skills.
*Painted a circle in the playground called the friendship circle where children are to go if on their own so the playground monitors can notice them. But, due to the business of the playground they are still hard to spot. And my child tells me that other children don't utilise this circle and just loiter around it as if it's not there. So the purpose of it is meaningless.
*keeping my child in at playtime and lunchtimes with another child. This lasted for about ten intermittent days over the past few months. But the teacher said this could not be maintained long term as they were missing out on their own lunch/break time as a result. The teacher had hoped that my child and this other child who was staying in with them would continue their friendship when back in the playground, but this didn't happen. Furthermore, my child doesn't want to stay in and wants to be outside playing games and running about.
Sorry for the lengthy post! Any idea what I can suggest to the school? I've been asked to keep in mind the lack of staff and resources.
Also, we are in Scotland. My child's needs are not considered major enough for any legal document (coordinated support plan) to be put in place.
Also, we have been on the waiting list for 4 months for SLT to come back out (last visited when my child was 5 and recently diagnosed). I called again this morning and told that due to waiting times, it'll likely be easter before they come to visit the school. My child will be leaving this school in June so that's not exactly great.
I'm just really worn down. And worried about the impact this is having on my child's mental health. Crying again this morning as they didnt want to go to school because playtime was so depressing and isolating.
Do i have any right to complain to the local authority if the reason the school can't do anything for my child is because the local authority's budget has been cut so much?