Here are some suggested organisations that offer expert advice on SN.
Should we have met with SENCO by now? <Novice klaxon>(10 Posts)
Ds2 started Reception this September. He was at the pre school at the same school. We had
demanded a meeting with her back in April to request the purchase of equipment that had been recommended by his audiologist. She did buy it but didn't tell us she had done until July. But she did buy it and it is in use, making a huge difference to him and the whole class, so I can't complain.
He's profoundly deaf in one ear, has profound vestibular hypofunction and a severe language delay. He already has speech therapy 3 times a week in school (delivered by a TA) but it was the Head of Early Years that organised this, not the SENCO. He's settled in well and seems happy and integrated with his peers.
I think she should have met with us by now and discussed his IEP - am I wrong and deluded? When do you meet with yours?
Not usually until after half-term. The initial IEP of the school year was always drawn up without my direct input and then we'd meet for a review around December.
Having said that, I have always contacted the class teacher in the 2nd or 3rd week of a new school to discuss what had been handed over and exactly what help was in place.
I think if everything is going well then no she may not need to meet with you yet. If you have concerns and wish to meet just ring and make an appointment.
Ah, OK, that sets my mind at ease. I have friends with older, statemented children who have not had good experiences with her and I'm a bit edgy tbh!
Our school does parent's evening just before half term - basically just an informal discussion on how they're settling into the new year etc. Then IEP reviews come the first week back after half term.
The problem with this is, as you have found, children who are new to the school can end up not having an IEP for the first half term. It works well for subsequent years though, as the transition from one year to the next is set up on an IEP just before the summer, ready to roll out in September.
That said, I usually end up with a meeting with the SENCO before half-term anyway, to discuss any niggles or concerns and I don't think it would be unreasonable of you to ask for a meeting if you have any concerns or even just need your mind put at rest that things have been properly set up to support your ds.
I'd like to do that moosemama as I just want things to start as I mean them to go on. I don't feel as though there has been any drift as the Early Years team there are amazing and have done it all themselves. His transition has gone really well but there are several things that worry me. The meeting when we asked for the equipment turned into a bit of a nightmare - her first response was 'We don't have to buy it as he's only in Reception' and 'the other deaf boy's equipment was given to us by another school who didn't need it anymore so I don't see how I can finance it.'
, on many levels. BUT, she did buy it in the end so I guess that's a good starting point.
His issues are becoming more apparent as he gets older. Think I'm going to have to thicken my skin a bit!
I'd phone and check in if you have concerns. Your Council should have a published documents about their SEN provision and what you should expect.
Have you got a copy of the DCSF leaflet SEN A guide for parents and carers?- as that is a starting point.
Personally we have emailed reports after the one to one club from the person working with DD, because they only do it every other week and we have to do stuff daily with DD outside of school so it keeps us all working to the same target. we get a half termly meeting with DD's teacher and the SENCO where we discuss what that section of terms work will be which gives me time to tailor the materials on my computer for her so her homework research is easier- I will do this less as she gets more confident.
WE haven't always worked like this but this year we have a new SENCO and she is very much into getting parents involved. some may not like the approach but it makes for a much more relaxed classroom and home when DD knows I also know what she is expected to do and I can help her along if she has problems. Her previous SENCO saw us for 5 minutes once a term and left the rest to a very impatient teacher. That did not work well.
I think the approach your new SENCO has adopted sounds good chobbler. I don't think it's long before the proverbial's going to hit the fan with ours unfortunately - there have been several complaints made about her to the Head.
Thanks for the leaflet recommendation. We've had no contact from the LA at all (aside from that with specialist teachers and SALT) and I'm getting used to the idea that there's no one but me going to hold it all together!
MisBetsey, if the school is saying they don't have the funds to purchase equipment they need to support your ds then they should be applying for a statement to procure that funding from the LEA. Where they get the money from isn't your problem and they shouldn't be laying that on you.
If you think you are going to continue to have problems, it would be worth considering applying for a statement yourself, rather than waiting for the school.
Chobbler your SENCO sounds great.
DS2 is in year 2 and began primary school on action+ and I had my first meeting with the SENCO yesterday. All earlier IEP reviews were carried out by the class teachers. This could have been a response to a) my shirty email when I discovered that SALT assessments were being carried out without my knowledge and the reports not shared with me; b) SALT referral to community paediatrics (social communication); or c) DH's joining the BOG --as my machiavellian puppet--.
Join the discussion
Please login first.