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Proposed statement Part 3 please crit it/shoot it down objective 6

(11 Posts)
kafkesque Wed 28-Aug-13 03:02:20

Sorry long - I only have 15 days to respond. written by Herts thank-you

6.To manage Ds’s sensory processing needs to enhance his concentration in the school environment so he can fully access the NC and make progress with his learning.
a)The SENCO will ensure all adults working with DS are aware of environmental factors that may affect his sensory needs eg. Noisy classrooms, crowded cloakrooms etc.
b)The class teacher will at their discretion, liaise with the Occupational Therapist to devise and monitor a sensory diet (ie. Sensory activities) to be integrated into the school day at regular intervals and particularly before tasks that require sustained attention. (If the majority of DS’s behaviours are deemed to be caused by motivational factors, rather than sensory needs, regular rewarding breaks throughout the day may be sufficient). This will be facilitated by a named adult as part of class routines.
c)The class teacher will provide DS with a workstation or area with reduced distractions for independent work.
d)The class teacher/SENCO will consider the use of ear defenders for DS at particularly noisy times after consulting with the Occupational Therapist.
e)The class teacher will review DS sensory diet with the relevant professionals and adjust it as necessary to take account of DS’s progress and changing needs.

KeepOnKeepingOn1 Wed 28-Aug-13 08:16:57

I can't remember your backstory but I would guess you are looking for an ASD statement? The LA seem to have proposed a SLCN statement (in terms of primary need) by attempting to shove OT and issues of distraction into Part 6.

Naughty, naughty. Appeal. This is not a mistake but a deliberate tactic.

kafkesque Wed 28-Aug-13 09:02:04

hi keeponkeepingon1

Yes definitely ASD statement. Just Part 3 objective 6 not Part 6 sorry it is confusing. I have done it this way with separate objectives otherwise my thread would have been too long.

SLCN - Speech, Language and Communication Needs? objective 2 is all about his SLT. Not much provision - so I will appeal that.

What shall I do next?

KeepOnKeepingOn1 Wed 28-Aug-13 11:57:26

Sorry - confused by your multiple threads.

Start with part 2. Does it accurately represent DS and list all his needs? Did the SA solve the mystery or were some assessments not carried out (DS1 never had SALT or OT assessment prior to issue of proposed and indi SALT report was ignored)? Were the findings of all experts included or where there was disagreement did the LA give reason why they had made the decisions they had?

Every need identified in part 2 requires provision to meet it detailed in part 3. Do the reports specify and quantify? It is difficult to get s & q into the statement unless it is directly quoted from a report. Part 3 should not be wishy washy. The above is vague and unspecified - with phrases like 'teacher's discretion', 'will consider' etc and I think I recall in the SALT thread that therapy can be provided to whole class, small group or individual. tbh this looks very much like the SALT, OT and 'concentration' provision (like a separate desk or working in the library at times) that DS2 has on SA+.

Have you checked out

How many hours 1:1 does the statement provide?

KeepOnKeepingOn1 Wed 28-Aug-13 11:57:52

Ilisten2theradio Wed 28-Aug-13 14:51:10

It strikes me as being too easy for the school to say " we considered xyz but didn't feel it appropriate" and that is the end of any of those items in the statement - they will not be enforceable.
needs to say OT will be consulted and plan drawn up. Teacher will adhere to plan. Plan will be revisited every 6 months ( or whatever is appropriate)
Ear defenders will be made available to DS and he will be shown how to access them - or some such
"DS will use a special workstation" - not it will be provided.

Igottaproblem Wed 28-Aug-13 16:00:44

Thanks, this has helped me too

StarlightMcKenzie Wed 28-Aug-13 23:49:09

6a) did they do an assessment or what? If so, they should be able to say specifically what he needs to help him with his sensory needs that are a barrier to his learning that should be mentioned in part 2.

6b) Who exactly is going to devise the sensory diet? It looks like the teacher, at her discretion. She is also allowed to 'deem' his difficulties motivational. On what evidence will she rely? Is she qualified to know the difference between motivation and sensory issues?
Wtf is a rewarding break anyway? And is their definitely going to be a named adult present 100% of the time to enable this or is, as I suspect knowing Herts, the 'Named Adult' going to be the class teacher.

StarlightMcKenzie Wed 28-Aug-13 23:50:04

C) why?

StarlightMcKenzie Wed 28-Aug-13 23:52:59

D) why? And what are the deciding parameters?

E) who are the 'relevant professionals? Is the CT responsible for adjusting sensory diet too? What kind of progress are we looking at to make adjustments. How will it be measured?

AttilaTheMeerkat Thu 29-Aug-13 07:32:44


Appeal Hert's crap statement as a matter of course; they are masters of doublespeak and a to e mean bugger all really. Its not properly specified and quantified; for those reasons alone I would appeal to SEND.

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