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So angry about end of year report but AIBU?(26 Posts)
End of year report for ds is in the bog standard format for all kids. Three categories: will need support to achieve, average achieving and above average. 30 categories. Ds in the first category for all so report is a list of 30 things he can't do. So and
Ds has just finished reception in ms. He has a statement (which we did our best to ensure provided sufficient clarity and resources). He has global delay and has 1to1 plus Salt and ot and social group. Provision is set out in statement and school has assured me they were delivering it.
I expected a written report saying how he had achieved targets from statement with input from profs
Also while he may not be able to do any of their 30 categories to the level expected he is definitely closer in some areas than others but report doesn't show that.
Will take up with school but first wanted to find out what other kids with statements or on school action get in terms of end of year reports. Perhaps I expect too much. Just really sad that my gorgeous funny bright ds gets told he has achieved nothing.
Come on, HE hasn't been told anything. He hasn't read it, and I would strongly advise you against reading it to him. If he's not on target, then he's not on target, and they can't just not tell you that because it's upsetting to hear.
Make an appointment to see the school senco if you want a more in depth update. I always get a lot of info from ours. Also ask how he's making progress on his IEP targets, and what his IEP will be for year one.
Do you get a written report on iep progress? Have only had bits of verbal feedback so far.
I don't mind being told that he isn't at standard of other kids but we all already knew that. I want to know what his relative strengths and weaknesses are.
If you started beginner french how being given a test aimed at degree students allow you to assess your progress?
Yes, our end of year reports are just the bog standard ones. But as DS has reviews as well as bog standard parents evenings, I get all the extra information about his progress against his specific IEP targets at those. Take it up with the SENCo. It wouldn't be right for them to provide you with less information than everyone else, but nothing wrong with them supplying you with more! It's another of those upsetting times when your child's differences are pointed out to you in black and white, and it's never easy.
Crossed posts with you! The school have to let you know how your DS is doing against national curriculum targets, but maybe they could have been a bit more tactful. Get the fine detail from your SENCo, you should be getting a minimum of 2 IEP review meetings a year, and these should be minuted, either on the updated IEP itself or separately.
DS's reception report used a different format, it was all done by reference to individual eyfs goals, with a graph at back showing progress made since entrance into foundation. I don't think you are being unreasonable, as in your DS's situation just staying he needs support to achieve isn't enough detail, I think they should either have adapted the report to show how he has progressed throughout the year or provided a supplementary written report.
The parents eves with senco are very wishy washy so I was holding out for getting a written report on his progress on specific targets at end of year. Sounds like I have to wait till annual review then?
Thanks totalchaos. Your school reporting sounds great. Does this reflect their teaching?
Thanks ellenjane. Not received minutes of last review will ask
You will get bog standard report as you want your child to be in the mainstream system so therefore you have to accept that is how it is going to be. However, you will get a more tailored report which links directly to statement, etc, for your annual review. I assume you haven't had one of these yet. That will show progress linked in with his SEN. It is still really early days yet and it is horrible getting these things which seem to blare out in black and white how far behind our children are.
Your DS is far to young to understand things about the report. I would say verbal feedback from the teacher is worth 10 times more than some report which often at primary are done from computer generated word banks. Talk to the teacher but please remember that she/he has had 30 reports to do with vast quantities of tick boxes and crap for the Early Years curriculum. Ask when your child's AR date will be (should be a yearish from when they got the statement) and you can always ask for an update meeting. The end of term is nigh and they are getting ready to transition up to the next class. I think that too could be a focus for you - what are they going to provide in year 1 which is more academic than Reception year.
My SN DS hasn't started school yet, so I am dreading this, but just wanted to say that these computer generated reports make for depressing reading at the best of times. My NT DS (reception) has just had his and it doesn't seem to recognise his strengths or weaknesses; just a tick the box exercise of what he can and can't do. Very dispassionate. Like you say TheCrunchyside, things like humour or nice things in their personality are not commented on at all.
You should be getting more than just the annual review. That's just to make sure the statement is still up to date. You should get at least 2 meetings per year, ideally 3, to review progress against his IEP targets which should be the specific 'smart' targets which are taken from the more general statement targets, and should be measurable so progress can be seen. Sounds like you might need to give your SENCo a bit of a shake!
Thanks flyingmum and zen1
Surprised to find iabu but will accept majority verdict.
I don't get written senco reports except at his AR but I do coller her every couple of months and she's very helpful, and does keep me updated with hisprogress, of which he's made very little in year three because his social progress has been better
DS is about to start reception so I have started to find out. For reception they should be using the full version of eyfs not just the tick boxes so they can demonstrate small steps of progress. From year 1 they have to use p scales or pivats. Apparently they have to give p scores by the end of year one but for statemented children probably should assess on entry to year one because as you say they have to show progress. So I would be asking to see the full eyes breakdown and if they haven't done it I would be giving them feedback that they should do it in future because to receive a report like yours is very negative. Our reports don't give any levels until the end of year 2. Instead they write a paragraph for each subject. For most kids I imagine this is a cut and paste job but agree yours should be more tailored.
I would meet the year 1 teacher at start of year and tell them you want a baseline on detailed version of eyfs or p scales at start of year so can review progress termly. That's my plan anyway
I have the opposite problem, I have just received the bog standard end of year report, it was a glowing report of how well ds is doing.
However, there is no mention of any of the things ds has difficult with ie. social skills, eating lunch, PE, speech and understanding etc, etc.
I would find it very helpful to receive a report on difficulties too.
Thank agnes - that is a good idea. will do that.
claw3 - do you not think your child is doing well? Surely if he is learning something must be working?
Quickly grabbed the SENco today to arrange a meeting later this week.
Academically ds has always scored highly. He has difficulties, but has always managed to overcome these somehow without any help (well for now at least, i think they may become more obvious the older he gets).
For example he is obsessed with reading, always has been, he taught himself to read by memorising words from a very early age. So his reading ability has nothing to do with school, myself or anyone else but him, if you see what i mean. He has Oculomotor defiencies type 2 (which in theory should mean he is unable to follow text)
So yes, academically he is making progress, but seen as this was never his difficulty, this is no surprise.
Semantic links for example he scores on 0.4 percentile, socially, being able to eat, delayed speech and understanding, toieting skills, being able to dress himself etc, etc he is not learning.
Although i was really pleased to have a glowing report of how well he reads, etc i would also like to hear about how what progress he is making with his difficulities if that makes sense.
Claw, I absolutely agree with your last sentence.
DS's Y1 report says how he is on or above national average for his subjects with comments like "needs reminding of the need and necessity to take turns" and "remembering that his ideas will not always be the ones that the group decides to act on and that it can still be fun as long as he continues to participate in the activity and doesn't opt out" .
Now while accurate, that doesn't tell me if he has improved with these since the start of Y1 when they were first raised. There is nothing about his social and emotional wellbeing and the fact that he has no friends apart from tick boxes re behaviour, consideration for others etc which again do not show improvements, just how poorly they score him now.
Ben10, ds's report is nothing but glowing, which makes me think the either the teacher doesnt know him very well or they are talking about a different kid.
First line of report starts 'ds is a very popular member of the class and has lots of friends' hmmm this will explain why he has never been invited to anyones house or a party and every report states he does not interact with others in the class room and was observed at playtime to be pacing up and down on his own!
Writing he has made very good progress - strange OT observed him a month ago, struggling and having poor control and gripping the pencil so tight his fingertips were white!
Best of all ds is enjoying PE, he hides his PE kit, fakes illness, self harms on PE days and doesnt want to go to school.
I think they may have cured him!!
It's a miracle Claw!
Or else they need to go to Specsavers
I'm counting down the days now till the end of term and hoping for a better teacher next year. [fingers crossed emoticon]
Haha exactly! Yes fingers crossed, no job share next year for ds, im happier already. Good luck
Just a quick update. School think ds should go to a unit or ss as so behind and not progressing. Might start dif thread about that when I've had a chance to think things through.
I'm grateful they have finally put their cards on the table. I know that he is very different from his classmates but he is happy, has made friends (not like nt kids do but still) and has made some progress.
Would be a big deal to move him. They won't force it as he is a good boy but it is just a matter of time I think. Need to look at my options.
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