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SEN Meeting - articulating what I want to say, feel nervous(3 Posts)
I am just looking for some advice really, I have requested a meeting with my sons teacher and headteacher regarding my sons progress at school.
He is in year 4, aged 9 (he is the oldest in his class), on his IEP he is described as 'moderate learning difficulty'. His report is always D's, needing additional support in everything.
My concern is when he was in Year 1 in some areas he was working at the national expected level, or towards. He seemed to be doing okay although always behind. Maths and writing was always a struggle, then in year 2, he seemed to decline in everything. With a lot of gentle pushing with the teacher, I got school to eventually put him on an IEP, and he ended up with daily 121 support for half an hour a day.
I don’t know why, but year 3 he continued to struggle but they changed his 121 support to to twice a week, due to a senco worker leaving.
These are some of his levels, according to his IEP:
Jan Y2: R:2c, W:1, M:2c
Jun Y3: R:2c, W:2, M:1
Nov Y4: R:2C, W1, M:1
Maths has declined, and writing is up and down. Reading I think has improved though, although comprehension scored very low when he was assessed SALT.
My question is should I be concerned more about his support at school, naturally I never stop being worried!! But I feel he was doing better and he had more confidence having 1 to 1 daily, he is a quiet shy boy, and they say his behaviour is brilliant in school. I worry sometimes that he may get a bit invisible. When I have meetings its always the same, no attention span, and distracted, daydreaming and drifting off, and maths his worst subject, they have just given us access to Dynamo at home. I have always looked at dyscalculia and suggested this, I do think they should of given me this sooner. He is also under SALT, he had an Ed Psych report done a year ago, and he is on the list for another assessment.
In the meeting I want to be saying the right things, I get incredibly nervous but dont want to feel fobbed off. And just make sure I am getting the right support for my son. I feel sometimes his lack of attention and distraction is always mentioned, but now with high school less than two years away, perhaps there is more to it. In his SALT and Ed Psych reports it is always about his lack of understanding, and attention, but socially has lots of friends, is quiet in class, he just seems a bit of a paradox to work out, but seriously worried about his lack of progress.
Look at the Sen code of practice Jan 2015 para 6.17 talks about expected progress. He is not making expected progress as he is not even matching his previous level progress.
The school should be setting clear targets for him termly, deciding what interventions are needed to get him to meet the target and then reviewing if it was successful or not. If not meeting target they then need to change the approach / increase the support / get in more specialist help.
I think you should apply yourself for a statutory assessment because he hasn't made any progress in 2-3 years and the school is clearly not on top of this or it would have realised the lack of progress within 1-2 terms.
some children will spend a long time within one level but even then the school should break this down to smaller steps so they can tell if making progress within the level.
If he needs support with everything then how can they only give him two half hour 1:1 sessions a week?
My son is 9, in year 4, Nov birthday and working at similar level 1/2
He was on p scales in year 1 so this is reasonable progress for him
He has EHCP with 35 hours specialist ABA teaching per week for 48 weeks a year and specialists work with him in mainstream school.
Take control and apply for EHCP assessment this has a set timescale 20 weeks. He will need EHCP for secondary as he wont be able to access normal lessons if he's below level 3 at year 6.
No tribunal is going to consider this lack of progress acceptable.
I would say levels can be quite inaccurate and vary from teacher to teacher and school to school, but the school should be able to clearly demonstrate what progress he has made within a level
Don't be surprised if when you apply for statutory assessment his levels miraculously go up, I know a secondary year 7 teacher who tells me some of the levels primaries report to them are pure fantasy.
I think you are quite right to suspect because he is not causing behaviour problems the school is avoiding paying for him to have the support.
Only a legally binding EHCP will secure this.
By applying for EHCP the school will have to explain lack progress to LA and if necessary a tribunal.
I wouldn't trust any promises from a school that has let this situation carry on for 3 years. Just tell them you are going to apply for statutory assessment. The school may try and discourage you as they know the LA will then ask why they have not put in more 1:1 before now.
Write down what you want to say and ask about before the meeting. It might be helpful to have someone with you to take notes or prompt you.
I think the main issue is that your DS is not only not making progress, he's actually regressing in some areas, and the school can't meet his needs within their normal resources because all of this seems to coincide with the 1:1 being reduced. That clearly fits the criteria for an EHC assessment. Ask them if they will support you in asking for one - don't let them suggest it should wait till he's had another Ed Psych assessment, that could take months. And get your request for an assessment sent off to your local authority ASAP.
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