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Proposed Statement - any help appreciated(77 Posts)
Ds's proposed statement has come through. I'm not very good at reading between the lines and picking out the bits that need questioning. I'd really appreciate your help. Thanks in advance:
Ds is year 6, is age 11 and has PDA, ADHD, dyslexia, fine motor difficulties and anxiety issues.
Objective -- to enable ds to make appropriate progress within the national curriculum (with a particular focus on literacy development)
Provision -- info to be presented visually and verbally where possible. The use of pics and symbols as well as the visual representation of words could help ds frame info and make new (simple and linear) so as to minimise the need for scanning.
Info to be concrete rather than abstract.
Presenting info in manageable time periods (eg 10-15 mins then a break)
Multi sensory approach to learning ie accessing the visual, auditory and kinaesthetic senses concurrently to enhance learning.
Access to profs who are experienced with working with students with additional needs, including those linked to asc (including language, communication and anxieties), ADHD, literacy and coordination.
Objectives -- to use strategies to support difficulties with attention, concentration and listening.
Provision -- ds will require prompting both visually and verbally so that he remains on task. Reduce oral info to small chunks with teaching staff ensuring his attention is focused when giving instructions, and frequently checking understanding of new info.
Allow ds to take frequent breaks from working eg low level physical activities that do not involve info processing.
Allowing ds extra time to process info.
Ensuring ds has grasped explanations and instructions eg by asking him to relay these before task.
Classroom could use multi media tools and creative methods to enhance ds chances of processing, storing, retaining and retrieving info.
Objectives -- to communicate and manage his anxieties, increase his confidence and improve his self esteem
Provision -- staff should capitalise on ds ability and special interests throughout the curriculum, this will provide further opportunities to build up confidence and self esteem.
Strategies to promote calm and general well being to help reduce ds anxieties.
Regular time set aside to speak to a named adult about areas of concern, difficulty or success.
Building up positive and trusting relationships with staff eg ta/mentor so that he can openly express opinions, explore feelings and consider useful strategies, resolving and difficulties in an acceptable manner.
Objectives -- to conform to normal routines and behavioural expectations in school.
Provision -- for ds to learn coping strategies for situations where his wishes are frustrated and to develop him ability to manage negative emotions.
Instructions shod be given in a non confrontational style. Choices should be given to ds so that he feels in control of the situation.
Access to strategies to assist ds when facing stressful situations.
It's not good enough. It's not specific. It's not quantified. The 'targets' are wish lists rather than any meaningful intervention.
Ask yourself: Who, what, why, when, where?
i.e. who will provide what in order to achieve why at what intervals and for how long and where
Remove all 'should' 'could' would' wish-washy words and replace with 'must', 'will' etc.
Replace 'access to' with 'will be provided with'.........
Doing that will help you make the Statement much more specific, target-based and quantified.
But honestly - as it stands, it's rubbish.
Will they consider your amendments? If yes, try that. If not, accept and then appeal. A bit harsh. But learning that, this makes process faster
If this is the sum total of Parts 2 and 3, its complete garbage. These parts are vitally important in the statement so need to be right first go. The LEA have failed here in their statutory duties.
Its far too wishy washy and importantly it is neither specified or quantified as required by case law. I would reject this document as a matter of course.
I would also suggest you speak to either IPSEA and or SOSSEN re this statement anyway as they will tell you what it should say. I sincerely hope it will not take a SEND tribunal to sort out this but the LEA may not play nice here so it may come to that. They may well tell you to ask the LEA to finalise the statement before appealing it to SEND.
Thank you all for your useful comments.
I do like the who, where, what and when etc so thank you for that. And thank you for the specified and quantified comments.
I had a feeling it was a rubbish one when I read it but sometimes you just need outside input as they see it clearer. Tbh I'm dreading going through it all and terrified I'm going to not get him the provision he needs.
Tbh I'm not sure if the la will or won't accept the changes. They accepted a lot for my daughter this time last yet, so I can only try.
Hiya, my son has similar profile and the draft was very like yours!! I did get it changed but had to highlight all the reasons why from the supporting reports etc. in our case we were also looking for a change of school at a specialist independent so the provision had to reflect the placement we wanted too. X
I think a huge problem I have now is that I really don't know if ds is going to cope in high school. He's not coping at juniors and has missed a lot of school recently, so I'm extra confused.
What doesn't help is ds hates being different, and he's standing out in mainstream but the thought of sending him to special school may really upset him, but he's not going to stand out there
Also does anyone have an idea how many hours a full time support provides. Not including breaks and lunches.
Does this help? I've not heard of anything above 25 hours for a mainstream school in terms of support hours
Have you been to see any special schools? If there is one where the pupils all have similar difficulties to your ds, he won't stick out, everything will be geared towards helping him and if its the right placement, his confidence will soar, he will be happy and he will succeed in whatever way he is able.
Everyone goes off in different directions after the juniors - your job is to find somewhere which is appropriate for him and where he has the best chance to thrive be it ms or ss.
with ds2 and ds3 I effectively rewrote their statements, lifting each phrase verbatim from the proposed statement or appendices/reports and referencing them so they couldn't say it wasn't evidenced. I managed to get both statements word for word as I wanted
OK - you need to get back to basics.
Are all his difficulties actually described adequately in Part 2. If not, tell the LA to include any they have overlooked. The LA will only add those that are mentioned in the Appendices that accompany the Proposed Statement.
For every difficulty listed in Part 2 what is the support? The support for each Part 2 difficulty should be specified in Part 3 (the who, why, where.....etc).
Onve you've got Parts 2 and 3 correct the question is - can the proposed school provide the level of support that he needs? If not you need to consider which schools could provide that support, which may be mainstream or special schools.
If you think he needs 1:1 support then you'll need to persuade the LA to specify that in the Statement. Lunch breal and play times - the 'unstructured time' will be very difficult for him without 1:1 support as that is when his social and communication disorder will be most apparent, as he attempts to interact with his peers.
Thank you both again. I'm going to go over the proposed document with a fine tooth comb and that document you've linked.
I've had another brief look over it and it says:
SUMMARY - ds has the following SEN's
1. ASC specifically PDA
2. ADHD with associated attention, concentration and listening skills.
3. Anxiety, low self esteem and confidence
4. Challenging behaviour
However, they've missed out the dyslexia?
It the goes on to say:
FUNDING ARRANGEMENTS - to supplement the schools resources additional funding will be made available by the la to enable the school to provide 25hes per week of additional support for ds. The school will be responsible for determine the most appropriate support arrangements for them. Consideration will be given at review meetings to gradually reducing support, as progress is made, to reflect the reduced need for adult help.
Tbh I don't know why I'm bothering. Ds is adamant he will not have support and won't go to a special school!!
Not his choice I'm afarid.
The funding statement is more nonsense.
The statement that assumes progress will be made and consequently, support will be reducued is also presumptive nonsense.
TBH I'd send the whole thing back to them telling them they've ommitted the dyslexia dx totally and asking them to fufill their legal duty to quantify and specify support.
They know they are trying it on
Glad it's not just me that thought that!
I just have no idea what they're playing at - well I obviously do but you know what I mean.
He will make our life hell either way. If he stays in ms they'll give him full support (and he doesn't want to look different) and if he goes to special he will be ashamed (and he will stand out again) I feel like I'm fighting to get more grief off him
I know he can't have it all his way. Do I just need to go ahead and get tougher - knowing what he will react like?
Don't concern yourself with the funding statement at all. Funding is between the school and the LA and nothing that you need concern yourself with.
Just concentrate on what help he needs to support each of his difficulties. So if you think he needs full-time 1:1 then that's what you should hold out for. If you think he needs a special school then ask for that. If he's quite academic he may be OK in an autism base attached to a mainstream school where he could sit GCSEs -so that's what to ask for. It would be useful to visit this sort of provision and decide if you think it wuld suit his needs.
Ok thank you. I'll stop focussing in the funding bit.
I'll get myself together for the morning and start ringing round and making appointments for this week hopefully.
In mainstream they want to provide him with the full time support, and I agree. However, if he ends up in a unit added to mainstream he may not need it all the time but I'm only going to know that by visiting aren't i. So thank you for helping to clear my head some.
Autism base places get taken up very quickly. They also like to have their pupils from the start of secondary transfer.
Definitely worth asking for a look around one or two.
I think the autism base near us only take 4 children per year and those spaces have already been taken up.
I really can't function with worry at the minute. I've got 13 days to name a school.
Don't worry about the base being 'full up'. The LA can be quite flexible as to whether a specialist provisin is full or not when faced with a providing a place there or funding independent provision.
Just visit the ones you think would be suitable and don't let them try to fob you off.
I have been through two of the reports. One is the educational psychologist and the other is his school. All advice gratefully received.
Ds has a negative attitude to learning
He believes he can't do/isn't good at anything
He will always say he will fail before he starts
If angry or feels someone is doing him wrong he can't verbalise and just repeats his view, often referring back to past events
Little reasoning skills - everything is black and white
Obsessively organised about how his desk looks, his work layout
Poor skills regarding homework - doesn't complete or hand in
Classroom - makes silly comments, shouts out, fiddles with equipment
Playground - can become frustrated when games are not going his way
Self help and independence - he prefers to attempt work alone but needs someone to refocus him
Relevant at school - aggressive tone, argumentative, dips in personality ie high/happy/low/depressive, obsessive, narrow minded - blinkered view and negative feelings
Relevant at home and community
Aggressive towards older sister but recently become physically aggressive towards mum and dad.
Issues with punctuality - very often late and gives reasons like 'it took me a long time to do my hair'
Main area of difficulty - literacy, handwriting, spelling, comprehension, socially, dealing with change (teacher and routine), wanting own way, unable to control what he says and no idea of boundaries.
Aims of provision - 1:1 support for lessons that are literacy based, intervention programmes to support gaps. Social - needs supervision in all lessons.
Educational facilities and resources - 1:1 support - 25 hrs per week. Every session supported and BIT supported for behaviour
If supported in class he can access all areas of the curriculum
Needs a firm tone, high expectations. Clear routine - warning of changes etc
Removal from class with 1:1 when necessary.
Specific programmes - beat dyslexia/nessy
Pastoral care - opp to have talk time first thing in the morning and straight after lunch as this gives him an opportunity to talk about issues rather than sitting on them in class.
Physical environment - desk space needs to be clear
Need for staff advice/training/support - ADHD training, dyslexia/dyspraxia training and understanding of PDA.
Educational Psychology Advice
1. Ds gave little eye contact
2. He initially presents as being reluctant to engage, and could be seen as impolite to those who are unfamiliar with him.
3. Ds found general questions difficult to respond and needed specific questions. Needed prompts to expand on his comments.
4. Little two-way conversation or interests in EP's comments. He interrupted and brought the topic back to him.
School staff added;
1. Looks past the person he's speaking to (avoiding eye contact).
2. Doesn't grasp sarcasm (and becomes annoyed at this).
3. Ds smirks, which can be interpreted as cheeky. This could result in difficulties with other children, or adults, who are unfamiliar with him.
Approach to learning
1. Ds needs tasks breaking down, to support his organisation. To clarify what needs to be completed "first" "next" etc
2. Likes to have order in the class and he will impose his own order at times.
3. Hates to have breaks in routine.
4. Ds's tendency to distract others by making silly noises, flicking the rubber off the desk, flopping across his desk etc may be a strategy to avoid tasks which he finds difficult or not interesting.
5. Ds dislikes having to complete a lot of writing.
6. Doesn't like close support in class (so peripheral support is therefore used).
Assessment - WASI 11 - age 11.0
1. Ds was keen to be informed of how he was doing
2. Frequently commented how poorly he was performing and often commented he wouldn't be able to carry out tasks before attempting them - making comments such as, I've not a clue, can is give up? I'm failing, I've done better before.
3. Occasions following 1:1 basis he was able to succeed.
Literacy skills - BAS 3 - age 11.0
Standard score of 76' which is around the borderline range. Ie between low average and extremely low.
1. Reluctant to produce a piece of independent writing, and protesting about it, Ds was persuaded to do so.
1. To make appropriate progress within the NC, with a particular focus on literacy development.
2. To respond positively to adult requests in school.
3. To communicate and manage his anxieties effectively.
4. To conform to normal routines and behavioural expectations in school.
5. To manage changes in routine effectively.
6. To use strategies to support difficulties with attention and concentration.
7. To recognise his skills, achievements, progress and qualities.
8. To become less dependent upon additional adult support as time progresses.
9. To make a successful transfer to secondary school education.
It will be necessary for the above objectives to be broken down into smaller, manageable targets for Ds to achieve.
1. Education in a setting with a positive and inclusive ethos
2. Access to incidental/peripheral adult support as necessary
3. Access to small group and 1:1 support as necessary
4. Access to professionals who are experienced and qualified to work with students with additional needs including those linked to ASD (including language, communication and anxieties), ADHD, literacy and coordination
5. An understanding of his strengths and areas of difficulty, and a shared and consistent approach, by all those who teach and supervise him. Of course, this would also involve staff being aware that some of the behaviours engaged in by Ds ie reluctant to complete, reluctance to give eye contact at times etc, may be linked to intrinsic difficulties rather than to deliberate oppositional behaviour.
6. Attention being given to the amount and frequency of homework ie the usual amount of homework might raise ds's anxieties and result it behavioural difficulties.
7. Seating in a low distraction part of the classroom - if helpful and when possible.
8. Arrangements to leave the classroom/work in an alternative setting when he finds tasks too challenging
My initial reaction to the first part of the 'reports' is that it's very 'blame the child'. I would complain strongly if my child was described as having a 'negative attitude' to education, when that child had recognised disabilities that prevented him from fully engaging in education. A comment like that would make me very angry.
Again, reading all of it there is no specific or quantified support. You have a very long way to go before the Statement is acceptable. Is there a Parent Partnership in your area who can help or could you rinf IPSEA. You also need to consider specific assitance for him to understand his ASD and the effect it has on other people i..e the misplace 'smirking' (as they delightfully called it). He needs to be proactively taught how he appears to other people and how he needs to temper his current behaviour. This ASD specific support can be provided in a base but would be unlikely to be available in mainstream unless he had regular assistance from a specialist ASD teacher.
I've left a message for pp to call me back. However they were useless for dd and her proposed statement. They told me it was ok and I wouldn't get the Indy school she is now in.
Tbh I'm fuming after reading those comments about his attitude to learning. In fact I'd say he had a negative to the environment that completely stressed him out and where he can't cope!
In fact I'd say he had a negative to the environment that completely stressed him out and where he can't cope!
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