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Original poster

Progress Review Day/ Barriers to Learning

31 replies

insanityscratching · 04/02/2015 20:02

Tomorrow is dd's first progress review day since starting secondary. I have got her data sheet today and she is mostly in red which means that she isn't making the expected progress.
Dd is quite worried as apparently "any reds are to be discussed with parents and assurances made that the student will make the required effort to change the reds to amber"
Dd has autism and a statement of SEN and yet no allowances have been made for this and apparently she has no barriers to learning it is purely a lack of effort on her part.
Her targets/levels are aspirational ones that are ridiculous to be honest considering how much effort it takes dd to cope with being in school and to be frank the full time TA support is poor at best not least because their grasp of dd's needs is tenuous. There is no pro active support, everything is mopping up after I have raised concerns and offered solutions and it drives me mad tbh.
So would I be unreasonable to demand that the targets/levels are adjusted to ones that dd has at least a chance of meeting and that her autism is recorded as a barrier to learning and allowances made accordingly because quite frankly if school were making half the effort dd and myself are making then it would be ten times more than we have experienced so far.

OP posts:
lljkk · 04/02/2015 21:20

You could try posting on SN board specifically about has anyone managed to get school to reduce the targets. But would your DD notice? Would she be annoyed that they got reduced?

Original poster
insanityscratching · 04/02/2015 21:15

Yes she did well in her SATs but then her Primary gave her fantastic support and the environment and curriculum suited her better.

They are streamed for PE (dd is rightly in lowest set) but there again I have already had to point out that it is not a lack of effort that impedes dd but all the issues in her statement as they are seemingly oblivious and suggest she tries harder or practises more.

She gets attitude to learning grades which are satisfactory which id fine but totally fails to acknowledge how much effort she does make to cope with the autism, the sensory issues, the planning and processing difficulties, the hypotonia, dyspraxia, anxiety and all the other stuff that is documented.

OP posts:
lljkk · 04/02/2015 21:04

She must have scored highly in the SATs, yes? Do they stream for PE (maybe later)? DD's school does, I think it's a godsend for many kids.

Do they get separate grades for effort or attitude?

Original poster
insanityscratching · 04/02/2015 20:26

Maths 6a although she is exceeding that one, the others are mostly 6b or 6c apart from French which is 4b (which she is meeting) PE which is 4b which she hasn't got a cat in hell's chance of meeting because of all the issues that are documented in her statement.
I'd like them to be realistic levels, taking into account her needs documented in her statement. It seems very unfair to me that dd should be classed as not putting in the required effort when in actual fact she puts in at least double the effort tbh.

OP posts:
lljkk · 04/02/2015 20:14

yanbu
what targets does she have & how do you want them adjusted?

Leeds2 · 04/02/2015 20:08

I have no experience of what you are talking about, but I think I would be suggesting that the TA be replaced. I think having someone who could support DD would be invaluable.

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