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I am so upset, school and statement related (ranty and long) :(

(126 Posts)
moosemama Sun 14-Oct-12 13:10:35

Backstory: Last year ds had truly amazing teachers, they 'got' him and went out of their way to make sure he felt happy and confident about his abilities and work.

In the infants maths used to be his absolute favourite subject, he has always been in the top set and got level 3 in the y2 SATs.

In y3 he essentially had a breakdown for the first half and was left to his own devices for the second half (spent the last half of the year reading in the corner). In y4 his teachers just couldn't get to grips with the fact that he can do the work, he just needs longer to process. As a result he completely lost confidence in his ability and stopped working. At the end of the year one teacher wanted to move him down a set - apparently to show him that he was better at maths than the pupils in the other group - hmm. The other teacher, EP and inclusion teacher disagreed, as did I, saying that would just knock his confidence even more, as he was capable of doing the work - he just needed proper differentiation and reassurance of his abilities.

Last year his maths teacher was adamant that he was in the top set, on the second to top table purely on merit. She reiterated to me regularly throughout the year that he absolutely deserved his place in the class and she worked hard to differentiate and support him. By the end of the year he was doing really well and after all her encouragement and support, finally started to believe in his abilities again. At the end of the year she pushed for a meeting with the Head to insist that he be allowed the extra time for tests and assessments that the EP and OT had suggested. I got the distinct impression she had been pressurised not to do this during the year she taught him. Spoke to her right at the end of term and she said she'd had a meeting with the Head, SENCO and next year's teachers and it was agreed that he should get the extra time. In the meantime I made sure it was written into his statement.

This year he has two teachers who clearly don't believe he has AS. They are obstructive to say the least and have a big thing about 10 year olds being too coddled and needing to be more independent. They include ds in this, despite him clearly presenting as a much younger child in terms of emotional development and maturity.

His maths teacher has not been giving him the extra time for tests and assessments and as a result in less than one half term he is convinced once again that he is no good at maths. His confidence has plummeted and now he has started to make silly mistakes as a result. She has even kept him in at break to finish tests. sad

We've been through this before with SENCO insisting extra time is only for official tests/assessments and failing to grasp that if they don't allow him the extra time in class as standard he becomes despondent, loses confidence and gives up - resulting in lower grades. He is entitled to the extra time based on the results of his WISC IV and this is clearly stated in the EP report and now also in his statement.

He brought home a test the week before last that was marked in red pen. He had completed 16 out of 22 questions and got 15 correct (the one he got wrong was a silly slip of the pencil type mistake). The teacher had put a big red cross next to every one he hadn't completed, plus obviously the one he got wrong. She then wrote a big red 7 on the bottom of the page. So not only did she not give him enough time to complete the test, instead of encouraging him by marking the ones he got right, she chose to highlight the ones he hadn't completed and mark them as wrong and instead of a mark for the ones he got right at the bottom, she had emphasised the ones he hadn't completed/got right. As a result he was really upset and told me he is rubbish at maths etc - so we are right back to square one, where we were in y4, effectively wiping out a whole year of hard work by last year's teachers.

I had just had a meeting with the SENCO about how they intend to implement his statement, but was not at all happy with their plans and my concerns were borne out within a week - so I added this to my list of issued with the school so far this term (which is now 8 pages long) as I plan to ask for a meeting to address them.

He has just come and told me that last Tuesday his maths teacher told him that she is going to discuss with his class teacher him moving down a group in maths. angry She said she would speak to his CT about it for her to discuss with us at parent's evening. angry He is obviously devastated and now sitting sobbing over his maths homework - which is something he could have done easily last year, but now can't do for panic. sad

Not only are the school not implementing his statement properly in a myriad of ways, by failing to do so they have totally undermined all the good work put in by last year's teachers. Ffs, if the maths teacher had given him the extra time as required, he wouldn't have lost confidence and wouldn't be in the situation he's in now angry

I have only spoken to his CT twice this year and both times she ended up ranting at me about how ridiculous his statement and extra support is. We get ten minutes at parent's evening, sat elbow to elbow with other parents. I don't want to discuss it at parent's evening, but dh says he does - loudly if necessary.

I want to arrange a meeting to go through the 8 pages of problems we've had so far this year and how badly ds is affected as a result. To find out why the teachers have such a shitty attitude to SEN and what makes them think they are better qualified than a team of over 9 professionals to know what my son's needs are and therefore over-rule a hard won statement.

The problem is that dh has just started a new job and can't come to daytime meetings anymore.

I am all shades of angry about this, sitting here shaking with anger at how upset my ds is because of their incompetence and refusal to give him the support he needs, as set down in his statement.

I feel sick and just want to cry. I have fought so bloody hard and after winning the statement content he needs (with one or two exceptions) he is worse off than he was without one. sad I can't believe they told him they were going to move him down a group without speaking to me, or at the very least his inclusion teacher first. Poor child has been bottling this up all week without saying a word. I bloody knew something was up because he has started flapping and tic-ing again and is generally a real state as soon as he gets in from school every day.

I spoke to the TA who helps him get organised for the day on Thursday and she insisted that he is doing really well, settled in fine and had no problems. I told her what a state he's been in at home and said it's because he's having to hold himself together at school and she said 'well he's doing a great job at it then'.

I know the school are going to put the blockades up and I have a huge fight on my hands about the useless way the have implemented some of the statement had have clearly completely ignored others. I can't even go to the LEA about it as the Statementing Officer seems to be best buddies with the SENCO and just says it's my problem because I don't have enough trust in the school, so it's for me to sort out with them. angry

It's not even as if I care about his bloody results fgs, I just want him to be happy and confident and he is the polar opposite of that right now thanks to their spectacular mishandling of him.

A whole year of excellent teaching and support wiped out in 3 weeks (he was on a residential for one week and off sick for another). That has to be an all time record. angry

Can someone with some perspective please tell me what to do? I feel like no matter what I do nothing will change and ds is going to slide further and further backwards as the year goes on.

greyhares Sun 14-Oct-12 14:05:08

Honks and << >> Moose
I don't really feel qualified to give you any advice as we are going through similar sad. All I can suggest is that you have a meeting with school and ensure that minutes are taken so that they are fully aware of your views. You can probably get someone from PP to attend,not necessarily to provide input but to be a witness and take the minutes if necessary.
Also, it is the duty of the LA to ensure that the provision in the statement is met so if the meeting outcomes are unsuccessful you need to go to them.
angry on your behalf and sad for your ds. It really annoys me that this goes on all the time and school and LA think it's acceptable.

blueemerald Sun 14-Oct-12 14:13:37

This may not be want you want to hear, or it may not be possible in your circumstances but I would pull my child out of that school asap. Even if this teacher agrees to implement the statement criteria she'll only be going through the motions and her underlying attitude won't change.

justoutsidenormalrange Sun 14-Oct-12 14:30:48

Dd's Maths always starts with the easy stuff and ends with the hard. So she does her homework and tests backwards. Which proves my point, and teachers think it's their own personal discovery.

moosemama Sun 14-Oct-12 14:40:59

Thank you greyhares. I think they're going to refuse to meet with me unfortunately, based on the fact that we've already had a meeting on 27th September.

I took a PP rep to the last meeting and she is great. Have just emailed her the whole sorry story to ask her advice as well.

I have already spoken to the LA about the statement not being implemented, only to be told it's early days and I obviously have trust issues with the school, which is nothing to do with them and for me to sort out directly with the school. They were also at great pains to tell me that they haven't had any other problems with the school - but I know different, as I am friends with someone who has a son with physical needs, whose statement came with funding for school adaptations, which weren't made for the whole of the first year he was there and then were done on the cheap, in appropriately. angry

blueemerald I can't pull him out, he really wants to be there, to be with his best friend and the school are already making threatening noises about scaring off the secondary he wants to go to if we are too pushy with his statement. I know that's not right, but it's the reality of the situation and we are hog-tied by it because it's taken such a lot to get ds to accept that he has to leave and go to secondary and he has his heart set on going to the same one as his best friend, which happens to be the best one for him in the area as well, but unfortunately has a close relationship with his primary, iykwim.

justoutside I asked about that for ds, but they said their tests don't get harder towards the end. They are differentiated by ability, so different groups within the set do different tests.

I don't understand how they think he can go from 'absolutely deserves his place in the top set on the second table' to 'struggles with maths and needs to be moved out of the top set' in less than 4 weeks, without considering what they might be doing wrong and what they can do to sort it out.

Sad thing is, I think we are headed for similar with literacy, as his CT just doesn't get why he has problems getting his ideas onto paper. Mind you, it would help if they let him use ICT as his statement states. angry

AttilaTheMeerkat Sun 14-Oct-12 14:51:18


So sorry to read this, they are intent on making his last year at Juniors a nightmare. I think personally they just want to get rid of him asap and let the secondary school pick up the pieces from a nightmarish Y6. You "annoyed" them by actually getting him a statement (well done you for doing that anyway as this will give him legal protection re his additional needs) and this is their sick payback for making them look stupid.

If they are this unsupportive then I would withdraw him from this school now and start looking at other schools because you alone will not change their unsupportive attitudes. Another option is to home ed your son till next July and the start of the six weeks holidays.

This school were never really supportive of either you or your son in the first place. Some schools are like this unfortunately (understatement), your case is not the only one I have read about with regards to intransigent schools and SENCOS who do not want the work or the perceived aggro of dealing with any child who has SEN.

Can GP now sign off your son from school citing stress and anxiety?.

Can you not approach a different statement officer within the LEA seeing as this current one is in a conflict of interest?. Worth looking into.

I would try and get in touch with IPSEA or SOSSEN as they have also likely 0seen such a scenario played out before now. Another option for you would be to seek legal advice from a firm of Solicitors who deal with SEN case law; ha0ve heard good things about Levenes for instance.

I sincerely hope that his future Y7 is far better.

AttilaTheMeerkat Sun 14-Oct-12 14:57:21


re your comments:-
"I can't pull him out, he really wants to be there, to be with his best friend"

Ok I can understand that but his general life in the place is miserable and he could well end up having a nervous breakdown. Something is going to give here and this school are not going to give in. Can he not meet his friend after school, is that at all acceptable to him?.

" and the school are already making threatening noises about scaring off the secondary he wants to go to if we are too pushy with his statement".

Bastards. BTW if you have not already done so, make yourself known to this secondary school. Let them have your opinions. Give them a copy of his current statement along with a photo of him. Never too early to start a relationship with secondary (BTW I did this before my DS went into Y7, it was a good decision on my part).

"I know that's not right, but it's the reality of the situation and we are hog-tied by it because it's taken such a lot to get ds to accept that he has to leave and go to secondary and he has his heart set on going to the same one as his best friend, which happens to be the best one for him in the area as well, but unfortunately has a close relationship with his primary, iykwim".

Is his friend also going to the same secondary as his son?. They may well decide to separate the two of them.

moosemama Sun 14-Oct-12 15:36:45

Thank you Attila

I have just had a long talk with him about it all. From what I can make out, the maths teacher sets a minimum number of questions to be completed by everyone in the class or else the lose breaktime. Ds is a hall monitor at break and takes his job very seriously. He has been panicking that he won't be out in time to do his job, so going into a flat spin and just trying to get as many questions done as possible. So he's rushing, not thinking or being able to think clearly due to the panic and as a result, getting lost of questions wrong.

He has just sat here and sobbed his heart out. At first he said he go down a set if that's what I want him to do, then I explained that I don't care what set he's in, I just want him to be happy and not to be struggling every day. Then he really broke down and said that he's been in set 1 the whole time he's been at the school and he doesn't want to go down a set. I asked him if he might not be more comfortable moving down a set and having a different teacher, but he really doesn't want to do that, he will feel embarrassed and humiliated and he won't be in the same class as his friends anymore. sad

Imo, he can't have gone from deserving his place on the second to top table to being moved down a set withing 4 weeks without something going very wrong somewhere. I told him so and said that it isn't anything he's doing wrong, it's down to the way they are teaching and organising lessons etc.

I suggested I speak to the teachers about setting him a lower target number of completed questions and give it a few more weeks to see if taking the pressure off helps.

Just spoke to dh and we are considering going above the SENCO (who is also an Assistant Head) to see the Head. I have evidence that he SENCO has lied to me re access arrangements for SATs and denying ds extra time and word processing access, so that alone is enough for us to go over her head.

He's adamant he doesn't want to leave the school. If we ask him what he thinks about school in general he says he likes it, but if we ask about say, maths or literacy specifically he gets upset.

Re secondary. We have already had a meeting with the head of learning support and he made a point of saying they will keep ds with his best friend and one other 'friend' for tutor group etc. The meeting was very positive and they sounded like it won't be a problem, but they hadn't seen the statement at that point, as it wasn't finalised. I'm wary of contacting them again, as I don't want to get a reputation as a pushy parent again, before he's even at the school.

Applications have gone in now and the LA will be sending them a copy of his statement around about now anyway.

I'm not really sure we are up to going the legal route, financially or otherwise at the moment and any advice IPSEA etc would give would be to spell out the school/LA's legal responsibilities to them and threaten legal action if they don't do it - but we know from experience they won't bat an eyelid at that, so we have to be prepared to act, rather than just call their bluff, iyswim. I'm assuming legal action would mean judicial review to get the LA to enforce the statement.

AttilaTheMeerkat Sun 14-Oct-12 15:46:29

Hi Moose

Would see the Head by all means. I would warn you though that such attitudes usually start at the very top and filter down but its worth seeing this bod anyway. I am so sorry that school are like this, they do not give a toss to my mind and just want him out of there.

Glad to read that secondary was seemingly more accommodating. His current school should also make enough provision for your DS to get a proper handle on this school before he goes there. Do not worry yourself unduly about being seen as a pushy parent, only his current school have made you out to be such. Secondary is a lot different to junior school, I found the difference to be in terms of night and day!.

Would check with secondary at some point to ensure that they have indeed received a copy of his revised statement naming this new school.

Veritate Sun 14-Oct-12 16:12:41

Hi Moose - just to say that the legal route needn't be expensive - your son should be able to get legal aid as the case would be in his name. I think Levene's, which someone mentioned, does legal aid.

MyAngelChuckles Sun 14-Oct-12 16:27:57

Have just read through and didnt want to say nothing, so sorry your DS is taking such a knock to his confidence in such a short time, just want to offer you some support though I have no advice, good luck getting it sorted

moosemama Sun 14-Oct-12 17:54:22

Oddly enough the Head has always been the one to get things shifting in the past. He brought in the SENCO as part of his new Assistant Head team a couple of years ago and it's been like hitting a brick wall ever since. In the past, the SENCO was just incompetent, rather than malicious and the Head always got things sorted. I don't think he'll agree to see us initially, as he's more of a political leader/business manager than hands on Head these days, iykwim, but I think dh is angry enough to insist.

I think you're right about them just wanting him out of there and I think the maths issues are being caused by a teacher that can't be bothered to differentiate at all, so wants the easy option, which is to bung him in someone else's set. She just can't handle him, apparently she has been telling off and telling him to sit properly and sit up straight etc, when his statement clearly states he should be allowed to fidget and sit either on his knees or ankles in order to be able to concentrate and be comfortable for desk work and this is backed up by OT and EP reports.

I am cautiously optimistic about secondary school, provided he gets into the one we want him to go to. They have a large LS department and plenty of experience of pupils with AS and we know of a couple of other lads who have AS and have done very well there.

Veritate thank you for that information, I will bear it in mind, as it may well be our only option if we can't reach some sort of resolution. Unfortunately it's not just money that's stopping us from going that route at the present time.

MyAngel Thank you for your support and well wishes - it's really appreciated.

TheLightPassenger Sun 14-Oct-12 18:37:12

oh Moose, sorry to see you lad has been so distressed or so needlessly. Would second set teacher be significantly pleasanter for DS? I hope you get somewhere with the head.

moosemama Sun 14-Oct-12 20:20:01

Thanks TLP. Second set teacher is marginally better I think, but perhaps not enough to warrant moving him in the hope of things significantly improving.

swanthingafteranother Sun 14-Oct-12 23:44:18

I want to move my daughter (yr 6, NT) down a set.
It may be that although it is done for the wrong reasons, being in the second set may benefit your son. I remember a conversation with the CT in year 5 about my first son, who does not have ASD (I think) saying that sometimes the pace of the second set helped children to achieve a 5, say, in SATs. This was certainly true for him in Literacy. He was happy, unpressured, and got a 5 because of it. My second son who does have HFA/Aspergers has been in the second set for both groups, and I have no problem with that, partly as a consequence of seeing this holistic approach. In fact his twin sister who is in the top set for both, seems to be suffering as a result, and I am thinking of asking for her to be moved down as we are getting hysterics all the time over both the quantity and quality of work required.
Every school year is different, I think children can plateau or advance, and move between sets, and it isn't a backwards move, just what is right for them that year. Maybe, the anxieties will reduce if he is under less pressure time wise, and he can get back into his stride. When he goes to Secondary they will CAT him anyway, and on that basis they will allocate his set. I just wanted to reassure you that although they have behaved in such a demoralising way to your ds, and all the little ways they have undermined his Statement, and he feels it more because he is ASD (I know my son feels these things more) in the end all that matters is that he is in a set where he is nurtured. It is still only primary, and in the scheme of things, whatever set he is in, is not the end of the world, nor does it define him for good. x

swanthingafteranother Sun 14-Oct-12 23:50:06

PS I don't think you should move schools either, as ASD children hate change, and whatever the aggravations of my son's school I know he just is at home there. Only 2 terms to go anyway! So I completely get that side of your argument. I also know that although ds2 has resisted change within the school environment (equivalent to moving down a set perhaps) he does in the end adjust, despite ranting and raging over something for a short while, and he will come to accept the change as something perfectly normal. But initially any change is hard, for example changing teacher every year, but he adjusts to that eventually.

coff33pot Mon 15-Oct-12 00:23:51

Oh good grief Moosemama angry

Why can the same school be so different? I dont understand. They discussed and went through the statement with you fgs so they knew what was coming or am I wrong on this...

I just wondered if it would be worth explaining to your DS in and honest fashion that this school is hell bound to make his maths a struggle and because the moose household are a team you think its best to pull him out of school and home educate him so he can prove them wrong and take all the tests he likes online so that he can stay in top set at the senior school x

As for the LA and buddying up with the senco, well irrespective of what he/she feels about it being early days you can email them straight away saying there is no early about it seeing has he has already spent an entire Y3 with them so they know him well, the maths teacher knew him well and what she did worked so why cant the same be expected from this maths teacher as per the statement!

So it isnt being implemented so what do they intend to do about it before you take the matter higher level.

Tbh I would go into a meeting with my list of "not doing" hand it around and just come out with "this is what is not being done, why are you not implementing all that is in that statement" and leave the ball in their court to answer. I wouldnt budge anymore and just keep repeating that if they adhered to the statement and listened to the proffesionals your DS and his self esteem would be going uphill and not downhill. I wouldnt take their snide comment about ruining it for his senior school and I would take something to record the meeting because you are so confused right now and it all might not sink in today.

If you are nice they are going to play up and if you are nasty......they are going to play up. I am really disgusted with them.

treedelivery Mon 15-Oct-12 01:18:14

Oh moose
I'm off to try sleep so I can't ramble in in ny usual style but could there be anyway of home edding him until next year? He'd only miss 9 months which is not even including holidays. His friend could come over 2 or 3 times a week......I don't know. All I do know, having lived through a fairlytough time with dd1, is that nothing is worth being sad for. Not when you are a child and otherwise blessed with health and love.

Damn them for doing this to him.

Hugs to you x

moosemama Mon 15-Oct-12 09:48:19

Thank you for your insight swanthing. I hear what you are saying and have tried to discuss that angle with ds, but as his statement puts it 'ds has a fragile self-image' and he equates moving down to failure and finds it a horrifying prospect. Personally, I feel the same as you, that if he wouldn't be as stressed in the next set, then maybe that would suit him better.

Obviously the whole change thing comes into him not wanting to move groups, but ultimately it's the humiliation he can't handle, even though I've explained it's not to do with his ability, more to reduce the pressure. It doesn't matter to him, as he still feels like a failure. sad

I'm also still struggling to see how he can go from a position where the school was so insistent he was in the right place, to being told - teacher's words to him in the middle of a maths lesson - "I don't think you belong in this set" angry in just four weeks. They haven't tried to work out what has caused this to happen, they just want to move him down and have done with.

Coff yes they went through the statement with us and made it clear that they weren't happy about the content. In fact they said they would revoke his school place if we persisted with quantifying and specifying and then said no other ms primary would take him either.

The LEA stonewalled us, refusing to respond to letters and phonecalls for weeks after we sent in our amendments, then we threatened legal action and on the second letter, about 6-8 weeks late and thanks to some wording given to me by IE and IPSEA, they suddenly issued a second proposed with hardly any of my changes made.

They then refused to even speak to me to discuss any further changes, but I managed to wrangle a phone call and eventually we came to an agreement on wording, which wasn't the tightest in the world, but would make it extremely difficult for the school to deliberately misinterpret. They also agreed to go back to the EP and if she agreed, make one of the most significant imho changes to the provision. The EP agreed, as I knew she would because we'd already discussed and emailed about it, so the SO made that change.

The SO then went through and made a lot of 'weasel word' amendments on the phone with me and then we agreed I'd send in the rest of the minor word changes and as she was just off on holiday for the summer, she would either make them or instruct whoever was doing it to make them and then finalise.

The statement was finalised while we were on holiday and when we got home I found many of the amendments she said she'd made on the phone weren't changed and she hadn't made any of the other one's I'd requested. This meant that some of his support ended up as 'he needs' rather than 'school will provide him with'. Most notably ICT 'can be used' and 'ds needs additional time' - so two of the points the school really objected for for some ungodly reason.

Then as a finally insult I discovered that they'd allowed the school to make two changes to the content after I had signed to say I agreed with the draft. angry Those two changes undermine the whole support plan imho. The changes were embedded in the middle of paragraphs I hadn't asked to be amended, so I missed them when checking the final statement as I had no reason to believe they would have changed and they looked the same if you scanned the first sentence.

When I called the LEA to ask how the hell it had happened the SO basically told me she is the SO and can do whatever she likes - if she feels a change the school requests is reasonable, she can include it regardless of my opinion or the stage of the statementing process, even if it was a parental, rather than school request. She also told me that the school know my ds's needs better than I do shock angry and that the only problem with ds's statement is my lack of trust in the school to implement it appropriately to meet his needs and that is my problem and no-one else's. Well now I think they've demonstrated that my lack of trust was justified.

Tree, thanks for taking the time to post. Hope you managed to get some sleep.

Home-schooling isn't an option, he is just so anti, he desperately wants to stay at school and would see being pulled out as yet another failure.

I am making some calls this morning and hoping to have a plan of action by the end of the day.

moosemama Mon 15-Oct-12 10:26:06

Ok, just made a spectacular prat of myself by crying on phone to SO. blush

But, she was lovely and talked me through how to approach the school. shock She said I am within my rights to go back to them, tell them it's not working and tell them to do things as per statement. She said the school have signed to say they will meet his needs as set down in the statement and they have to do it and I have been reasonable agreeing to try the school's plan, even though it wasn't what the statement dictates, but enough is enough, if it isn't working they need to sort it asap. She also said to go to Head if SENCO isn't budging.

I did explain how I had bent over backwards not to be unreasonable or pushy with the school, yet I'm still getting treated like I'm a problem and she said that nothing I have done or want to do is unreasonable and as long as I am not down there ranting at them all the time they have no cause for complaint about my behaviour.


Waiting for PP to come back to me now so we can get moving on getting this mess sorted out.

coff33pot Mon 15-Oct-12 14:20:41

Great! I am so pleased they listened for once smile

Now all you need do is if the school refuse a meeting with you or still won't budge you can request the la to arrange a meeting with them attending and chairing it smile

One way or another you will get your voice accross I hope x

moosemama Mon 15-Oct-12 14:49:58

Thanks Coff.

Can't help feeling uneasy though, the LA officer didn't say anything about backing me up or me being able to go back to them to get them to act if the school still doesn't implement the statement properly.

It's great that she understood and was sympathetic, but as they say ... actions speak louder than words.

PP lady hasn't got back to me yet, but have spoken to dh about booking an appointment with the local advocate who has lots of experience within our LA and really knows his stuff. He would come with me to a meeting with either SENCO or Head, but of course we'd have to pay for his time. The advantage there would be that he could be as confrontational forthright as necessary and has the skills and experience to fight ds's corner.

This is rapidly becoming a very expensive month. Dh has had to pay privately to get his sinus and eustachian (sp?) tube problems sorted as GP said nothing could be done, but he really couldn't go on as he was. I have a private physio and podiatry team coming out to assess my foot this week, as the NHS have been clueless about what's wrong and the GP actually made it worse via her cack-handed examination. (I have been referred to NHS physio, but told it could be weeks if not months before I'm seen. It's almost 10 weeks since my accident and I've been on crutches for about 7 weeks, with no dx and worsening rather than improvement in my condition.) Now it looks like the only way we can help ds is to pay for someone more experienced to front up to the educational bullies.

Honestly, this country is getting worse. If you don't have the money you have absolutely no power or rights. Fortunately dh started his new job this month. If he hadn't there's absolutely no way we could have even considered paying for help with these things.

NoHaudinMaWheest Mon 15-Oct-12 15:18:48

Oh Moose I'm sorry you have so much on your plate at the moment.

I do hope you manage to get the school to listen.

I am only going to mention two points on which I do have some experience.

It is nonsense for school to say that he should only have extra time ICT access etc on formal tests. The criterion for being allowed additional arrangements in formal tests is that is how the student normally works. (At GCSE level anyway and I can't see why it should be different at other levels.)

Don't worry about the influence on the secondary school. Obviously they will want to work closely with the primary because that benefits all of their new intake, but they will make their own judgements. Also if their LS department is good they will welcome input from you before he starts.

I do hope DS is bearing up. <<<<hugs>>> to you all.

cornykrueger Mon 15-Oct-12 16:38:13

Extra time is supposed to be the student's usual way of working.
It could also be regarded as a reasonable adjustment ( google equality act) as he has been assessed by an EP as needing extra time and it's on his statement.
Senco is clearly a fuckwit.

moosemama Mon 15-Oct-12 17:11:23

Thanks NoHaudin and Corny (Loving your assessment of the SENCO by the way. wink)

That's the problem, they are blocking the extra time and word-processing use that he should be using as his normal way of working for some reason. The knock-on effect of that will be them not allowing him it for his SATs come next May.

I have no idea why they would want to do this, as surely it looks better for the school if he achieves the results he has the potential to achieve - with the right support and facilities available to him. confused

The only think I can think of is that the SENCO can't be faffed to make the necessary arrangements for him come the SATs (ie sort a laptop that has no spell or grammar check on and is locked down as per the access requirements) plus possibly arranging for him to do his SATs in a separate room so that he can have the additional time without being disturbed by the rest of the group coming and going.

From what I can make out, most of what she does is down to ease of resource/facilitation for her, rather than for the benefit of the child.

Ds came out of school presenting his full range of facial tics this afternoon. This is after this morning, when instead of abandoning me to rush to his best friend's side he wouldn't leave me and instead stood there with his arms around me blinking back tears. sad

Still no news from PP, so we dh will call the advocate tonight and go at it from that angle instead. A bit frustrated that I've wasted a day waiting for PP, but they are up to their eyes and probably off supporting some other poor bugger who is also getting screwed one way or another.

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