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DD's proposed SEN statement came today- what are the next steps?(11 Posts)
It doesn't say I need to sign anything to say I agree, only if I disagree. There are a few inaccuracies and parts that contradict each other, should I bother highlighting these or just let them go as I generally agree with it overall?
They are proposing she has a 1:1 TA 3 hours per day, individual and group work for social skills and does the jump ahead program twice a week in school. It all sounds ok to me but I guess only time will tell whether it leads to any improvement. I don't have any experience in this area though so does it seem ok or should I be asking for something different?
Also seeing all the problems DD has written down has made me wonder whether I should have pushed for a diagnosis of some sort by now. I feel like a bad mum that I have been too focused on trying to sort out the problems she has a school, and not really thought about looking into what caused them in the first place. Should I go for diagnosis and if so how do I go about it?
Highlight any inconsistences in the document.
You have done very well to obtain a statement in the first place. You are also not a bad mum so put that thought out of your head as of now!!!.
Your second paragraph detailing provision in the statement sounds a bit woolly to be honest with you. Do not be afraid to challenge it; further ask on here and seek advice from one of the charities out there like IPSEA or SOSSEN.
IPSEA's website is www.ipsea.org.uk
Read Parts 2 and 3 very carefully; provision should be both specified and quantified as per case law. Do you think all the provision is actually properly specified and quantified or does is say something along the lines of "child could have access to..." which is vague.
GP should be able to refer your child to a developmental paediatrician.
Hi I am at the same stage as you. I think ask yourself is everything in there that you wanted for your child? Is it clear and quantified and does it say how progress will be measured and by who? I am pleasantly surprised with my child's statement but there are a few bits in there that I am going to challenge. I am also seeking a move to a particular special school and I think that it is the bit that will be most tricky for me.
I would definitely challenge the inaccuracies. When I was going through ds proposed statement I also wondered if it was necessary to pick out the little things. I have learnt since it is. I am assuming you are referring to part two?
'They are proposing she has a 1:1 TA 3 hours per day'
exclusively for her?
Thanks for the replies. Yes as I read it, the TA is just for DD because it says individual- does that not mean just for her?
There are many inaccuracies, some are minor e.g they misspelt DD's several times, but it doesn't really change anything. Other things that are just plain wrong have also been written about DD e.g she did something once but the form refers to her doing it all the time, which is either not true, or only happens in school and they have never told me about it (unlikely). Also in one place it says that apart from APD, DD has no other sensory issues. Yet later it reefers to her as an extremely sensory child and in another place describes how she puts non food items in her mouth and is always toching things (and people) when she shouldn't.
The things that they have proposed don't use the phrase 'access to' and are quantified e.g 30 mins, twice a week. This is how it should be, right? The problem I have is that I am really clueless about this stuff and have no idea what I should be asking for, or what I think will actually help. It wasn't even me who asked for statutory assessment, it was the school. All I had to do was sign a form saying I was ok with it.
It depends on the wording wrt to the 1:1.
It can specify beautifully but if it follows with 'as deemed appropriate' the whole thing is negated.
What exactly does it say?
Apart from the innacuracies it does sound like it is one of the better statements.
It says "Differentiated work in all areas, supported by an individual needs TA- 3 hours per day, during core subject teaching (mornings)"
She has actually had a TA 1:1 for most of this year, until the TA left at easter. It was afternoons though not mornings except for 1 day a week.
I read it as meaning DD should have different work based on her abilities etc. for the core subjects (literacy/numeracy) and a TA to help her complete it, during those times.
I could be wrong though. I am really struggling to understand this and what I should be doing. i just want DD to be happy at school and able to learn like everyone else. Where did I go wrong and what can I do to make it right?
'I read it as meaning DD should have different work based on her abilities etc. for the core subjects (literacy/numeracy)'
Doesn't that apply to all of the children in the classroom?
What I would do, is reword the TA bit for my own peace of mind.
I would also want the qualifications and experience of the TA specified as there really is no point in someone just babysitting. The TA needs to be clear about HOW to help her with her work.
I'd also want to know WHO was going to differentiate the work because ime, the teacher just leaves it up to the unqualified and untrained TA to just do the best they can.
The thing about a statement is that it needs to leave no room for doubt about the provision. If they really do mean that she'll get a higher level TA exclusively for her, to deliver carefully targetted work provided by the class teacher, then they won't mind writing it.
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