Ok, I've just spoken to the manager. We had a meeting just after Easter about DS. This has basically been incorporated into an IEP. She said that she decided she really should do one for him and one should've been done when he started in Jan. It'll be reviewed half termly so it remains to be seen whether they do it with me or just hand it to me again.
You certainly don't need to sign it there and then, you can say you'd like to take it away to have a read through, and come back with any suggestions or questions. The copy they give you is essentially a draft until you have signed it off.
Make sure they stick to it and actually do what it says. Ds's was filed in a drawer with my comments for amendments still on a sticky note. Until I asked for a review, a term later. It took them a week to find it, then they said, oh well, its out of date, may as well start again. They didn't do any of the provision on it, cos they had forgotten all about it.
A poorly written IEP is not worth the paper its written on, they are not known as Individual Empty Promise for nothing either. Are the targets SMART (this means specific, measured, attainable, relevant and timed)?.
Do you think the contents of the IEP are enough to meet his needs or is more required.
One school did this to us. In fact, they got our son to sign it before we even saw it! We then went back with amendments. Some of which were not here but most weren't. We didn't sign that one either! it was then quietly dropped and he has never got once since
Just coming back to this as know have a copy of the IEP. This is what it says...
Priority area: Expressive language Target/s: Speak clearly and coherently Action/Strategies/Resources/Support:Encourage <DS> to use language to communicate. Give choices to encourage language. Give time to respond - use makaton. Use hand over hand signing if needed. When/Where/Whom/How often: In <nursery> and at home with parents. Ongoing.