I really am clueless when it comes to statementing and starting school with regards to SEN(14 Posts)
I am learning something every day but I felt so silly when I was chatting with SALT today. iIhad no idea that once DS4 starts school next Sept we know longer have the support of the CDC team. He is currently very well supported with weekly SALT and OT and a theraplaygroup. I assumed this all continued but no, according to the SALT he will receive one SALT session a MONTH!? From qualified SALT rest comes from school (MS school have already told me they have no one qulified to do his SALT work).
I am so naive, but I really had no idea. Where does the support come from once they start school?
See, even my title is crap - of course it's with regards to SEN, that's why I am in this section.
The OT, Physio etc will visit school too, how often depends on what they assess his needs to be. When SALT visit they will demonstrate his programme to a TA who should then carry it out.
The number of visits is all down to what it says in the statement. LEAs like to put down 'have access to SALT' but you need to have the quantity described in part3. My daughter was allocated 1 visit per term !!! and we managed to get this to 1 visit per half term and in part 3. Still crap
You should have a statement review before he starts school so you need to get them to put all this in part 3 of the statement as vjg says and make sure they actually state number of hours/visits per weeks/month/term etc.
Thanks you two. Yes, SALT said that when the proposed statment arrives we should check very carefully how things are worded and that it is not too ambiguous.
My friend's DS is in Y1 and he does the Jump Ahead programme, a TA was trained to do it. The head has already said she is keen to send staff to Makaton workshop.
When you finally get the proposed statement it is worth getting some advice from say IPSEA on it. LEAs like to put vague things down and it's important that it is very specific.
We showed my daughter's to parent partnership who said it was fine and it was totally rubbish but we didn't realize until much later. Our parent partnership was independent of the LEA too, just useless.
if you want staff trained in makaton, make sure that the training for support staff is also written into statement.
also get non-contact hours for staff to prepare work/make symbols/ make sure they know the necessary signs to teach ds about what will be happening - so he can access the curriculum properly.
have you started the statementing process? not clear from OP?
If there is no statement in place prior to your DS starting school then support will be extremely limited in its scope.
If you have not already done so therefore you must start the Statementing process with your LEA asap. You will need to write to the Chief Education Officer of your LEA and give them six weeks to reply. You should make this application (you can appeal for a start unlike school).
Any SALT provision needs ideally to be in Part 2 as well as Part 3 (quote the Lancashire Agreement at them if the LEA argue about it).
IPSEA are very good at the whole minefield that is the Statementing process, their web address is www.ipsea.org.uk. There are model letters on there you can use.
It is always a good idea to run both Parts 2 and 3 past IPSEA before agreeing to it as they can tell you what the document should actually state.
I visit a month is a huge amount for a child once they start school - I really wouldn't rely on that happening without it specified (n parts 2 and 3, not 4 and 5) of a statement. The LEA will put in in 4 and 5 - you will have to argue with them.
Would have posted IPSEA link but Attila has got there first.
My DS2 has just started school on a full statement.
The SALT goes in to school every couple of weeks but his speech therapy is carried out daily by his TA.
She also had no training in this area although had the right qualities iyswim. The SALT did a big training course for her (on makaton) and the rest of the teaching staff, including lunchtime staff etc. It has worked really well so far....
Getting the statement and making sure it is worded correctly are vital. Without the statment goodness knows what we would be doing with him.
I remember feeling as you do about a year ago, I had not a clue where to start. Luckily our area SENCo is fab and helped me out no end.
Yes, sorry should have said, the statmenting process is under way for him.
Thanks for the IPSEA link, very useful.
When we visited the school last week the head was very much up for staff being trained in Makaton, someone to do his SALT and OT etc but the SENCO was really negative about it all and I wondered if this was because she was being realistic.
Was she negative about his need for it or that the provision would be provided?
For us having the head on our side was a massive thing as she was instrumental in getting the training etc for her staff.
Having a head teacher you trust will be a major part of the battle won.
She was apprehensive about the provision. She is keen to meet DS4 properly.
Head has learnt Makaton for how are you and the letter G for George and greets him at the gate with it when we drop the others off. i have told her I''l teach her a sign each day
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