Sen child, year 3, sat at back or front of class.

[BlowingmyJets]

Ages ago a tutor we saw for short time said dd should be sat as far front as possible. She felt dd was really watching lips for sounds. Had issues copying off the board etc.
Dd is in bottom groups and is struggling, we don't know why.
Before I blow my jets, is there any reason or benefit why she would be sat at the back of the class?
I was told there would be a comprehensive handover of dc especially sen register dc. I'm surprised, she's been sat right at the very back row?

Is there any rhyme or reason to this?

Also I know it's the first day, but when the other dc were reading books, mine wasn't and apparently no one came up to her to suggest something....

It does sound an unusual placing, but, in a classroom arranged as per COVID guidance, it may simply be that the back row is more accessible to the teacher or TA for them to offer support.
If she is struggling to see or hear from her assigned seat (and might, for example, have missed an instruction to get out her reading book), it would be a good idea to contact the school and raise your concerns.

Be aware, though, that the first day back will have involved teachers and pupils coming to grips with a whole raft of new anti-coronavirus measures, so it might be worth waiting a day or two to see how things develop.

It does sound an unusual placing, but, in a classroom arranged as per COVID guidance, it may simply be that the back row is more accessible to the teacher or TA for them to offer support.
If she is struggling to see or hear from her assigned seat (and might, for example, have missed an instruction to get out her reading book), it would be a good idea to contact the school and raise your concerns.

Be aware, though, that the first day back will have involved teachers and pupils coming to grips with a whole raft of new anti-coronavirus measures, so it might be worth waiting a day or two to see how things develop.

I feel very deflated.
I'm hoping it's because maybe the ta is also at the back or something?
She' didn't have a reading book on her. Some children had their own books and some had some from the school room

I think it really depends on the sEN and the support. forinstance it may be less distracting if the child is having classrom suport from another teacher. But I think really it should be where child feels comfortable. What is the problem with copying off the board? (Unable to see, too slow? Difficulty reading.) I remeber a whole clads going right to the front to read the teachers writting, that was nothing to do with disabilityand everything to do with teacher. I would arrange a meeting with teacher.

Ages ago a tutor we saw for short time said dd should be sat as far front as possible. She felt dd was really watching lips for sounds. Had issues copying off the board etc.

Presumably you have had her hearing tested ? What did the audiologist say ? Have you shared this with the school?

Dd is in bottom groups and is struggling, we don't know why.

What has been said by previous staff, at Parents' evenings, etc ?
Does she have an individual plan ?
Is she on an SEN Pathway?

How old is she?

when the other dc were reading books, mine wasn't and apparently no one came up to her to suggest something

How do you know this ?
When was it ? As in, an English lesson or some free time ?

Before I blow my jets,

Why would you do that ?

Some children with SEN do better at the back because there’s less noise behind them to distract them. However, I suspect in this case, it’s pure chance.

It’s the first day in extreme circumstances. I’d give it a few days and then have a chat with the teacher.

‘Blowing your jets’ is unacceptable and unhelpful.

Definitely can be a benefit. If all chilldren are facing the front, it can enable a TA to support struggling pupils during class teaching without disrupting the class, and allow both teacher and TA to support pupils with SEN at the back during independent work without blocking the board for any of the pupils in the class.

I have also seen class organisation with pupils with SEN at the ends of rows down the side of a classroom. Again, allowing a TA to support as needed during whole class teaching, both teacher and TA to have easy unobtrusive access to support those pupils during independent work, easy to pull out a group if appropriate, and each of those children has a talk partner on their row, integrating them more with the rest of the class.
HOWEVER, if instead any of those children can't see the board properly, or focus sufficiently on the teaching, or if the teacher leaves all support of those pupils to the TA... then absolutely not a benefit.

Just TALK to the school. Nicely find out why. No need for blowing any jets ffs.

I was told there would be a comprehensive handover of dc especially sen register dc

In my experience this just doesn't happen, even when the same TA is accompanying the child through the school. We have had to request the same things over and over again.

Get in touch with your dd’s new class teacher by email and suggest a meeting or phone call ASAP to discuss dd’s SEN and how to get off to the best possible start.
If the teacher is not aware of your dd’s SEN this will definitely get the ball rolling.

Just ask them for the reasoning behind her position, save the rage until you need it. If you go in ranting, you won’t hear what they have to say.

My DS was best at the back, preferably with no one next to him, and without a window view. Every child with SN has different needs, does yours have an ILP or equivalent?
How old is she? Because you may have years of dealing with this sort of thing,and it’s better to tackle situations logically and intelligently, rather than she-hulk. At first.

@CloudSingsAloud

I was told there would be a comprehensive handover of dc especially sen register dc

In my experience this just doesn't happen, even when the same TA is accompanying the child through the school. We have had to request the same things over and over again.

Usually yes, but Covid cocked-up a lot of plans.

We have some children sat at the back so
That their 1:1 can sit near the fire exit and windows as they are anxious. It also allows the teacher more access when being told they need to stay 2m away from children. It n m at not be the reason and gentle questioning bay cause a move. However, also be aware that schools are advised to keep children in the same places so they can accurately say who has been in close contact with who for extended periods. Good luck.

Just ask. Many, not all, but many SN children do better at the front. Please just ask.

Scarby that makes logical, perfect sense.
I'm really hoping that's what the school comes back with.

I'm not... Going in ranting.. I've asked where she sat.

And I'm asking for wider opinions on here if there could be any logical reason as to why she was sat, at the very back of the class.

This is inspite of me mentioning to her previous teacher, I have been strongly advised that she sits near the front as possible.

The schools attitude, response and handling of our situation has not been good so far.
Unless there is a reasonable explanation, I'm just feeling its a bit of a kick in the teeth when I finally thought we might be making progress.

I've found it harder to do seating plans this time as I haven't had the children for transition sessions so don't feel I know them as well as I usually would. Handovers haven't been as easy to do either. If you feel your child is struggling where they are I'd just email their teacher, it's probably just an oversight or them not knowing the children well yet. I have deliberately seated some children who've had hyper vigilence (often seen with attachment disorder) at the back of the class as they can see everyone then so feel safer, but if you feel this isn't what your child needs you could politely draw their teacher's attention to what should be in their support plan so they can sort it.

In the short term, could she take a reading book from home to school?

The transition from Y2 to Y3 can be daunting, especially for a child with SEN. Children in Y3 are expected to be more independent and to take more responsibility for their own learning.

If your daughter sees all the other children doing something and isn't sure whether she should be doing the same, encourage her to put up her hand and ask. I would hope that, if 29 children were on task and your daughter was the only one who wasn't, this would have been picked up on. I suspect, though, that your daughter is describing her impression of a snapshot of a fairly confusing day and that the children reading may have simply used their initiative and got out a book because that's what they've so often been expected to do in any down-time in class.

It does sound as though you have a number of questions about your daughter's schooling and that you should be in contact with her teacher. I would suggest, though, that you consider Backforgood's questions when thinking about what it is you want to know.

If this situation has been going on for a while then you do need to get to the bottom of it for your own peace of mind, but equally, if it hasn't been urgent enough to address before now, perhaps give the school a chance to settle your daughter into Y3 first.

Is there a SEN CO at the school you could talk to?
It's normal to want answers. Keep your cool, and keep liaising with the school staff. Ask to see the written plan they have in place for your DD.

Teaching is to be a metre away, all children front facing. Books.. Check what your school is doing. They can't be shared and they may allocate appropriate texts over the next few days. Books have to be kept from next reader for 72 hours. This is all significantly different to any education before. Try and work with everyone it is hard for all concerned.

Hey, yes it has been going on for a long time now. I've been patiently waiting while the teachers said, let's wait, since reception.
Last October in year 2,the teachers admitted she was in intervention groups when I asked how she was doing agaisnt her peers, as I felt I wasn't being given the whole picture.
At that point I decided we needed a tutor. A random lady who couldn't tutor her still said she would come around to have a look at her work.
She immediately said she simply isn't learning how they are teaching and gave us some tips, told us to get hearing, eyes checked etc.
The tips the stranger gave us and another tutor, helped enormously and we finally started to actually progress my dd learning.
At that point and armed with the info from a total stranger, I arranged to meet the school. At that point I was rather slyly told '' I think your dd needs to go on the sen register and she's in the bottom cohort of 60 children ''

She was kept in intervention groups. I had a tutor and whilst I could see, with my help and support her marks were improving.

Then covid hit and we never got any further updates about the progress. In that time I independently contacted our SALT and told her of my concerns with everything and at after she called the school the school called me to say they would put her in the next Ed psych round. I had previously been told she wasn't 2 years behind.

Over lock down she's thrived. She's come on so much, as much as we could do in short bursts.

I've written about her before on here, but this is different issue now re the seating.

It may be that there are fewer distractions at the back of the room, with children not passing behind her, or it could be about positioning her near a TA, and making sure that the TA isn't blocking the other children's view of the board (tables may not be arranged as in previous years) or within 2m of the teacher for extended periods of time.

Kaisen, SENCO in name only.
The fact she wasn't even in the middle! Gives me some hope that there maybe some rhyme or reasons to this.

I've got mine starting Y3 tomorrow (and in a different junior school to boot) with no transition really done and I am bricking it on her behalf. I did however make sure I got to have a good telephone conversation with the new school SENCO and the new class teacher (who has just finished teaching my other child so knows me fairly well at least) to make sure things were communicated to try to give things the best start as I can. Our previous school SENCO was fab (oh boy am I going to miss that woman - she was fucking amazing and I want to take her with us and keep her forever and ever and ever) and I know she will have passed as much information - both in terms of paperwork and practical ways things have been implemented in the classroom on.

I've long since learnt to be the squeaky wheel - but a polite squeaky wheel to get things done, and presenting schools with a list of "this is the stuff we've found that works" gets the best results.

Poor DD2 has also been forewarned that I have pre-empted all her work avoidance strategies by telling her new teacher! (DD2 is lovely but has a bone idle streak if she can get away with it!)

I'm also thinking, learning aside, being at the very back maybe helpful in terms of health...

I've also found that if you're not getting any joy - make sure you have a paper trail... again ever so politely, but have the paper trail. If you can call on them in terms of "I emailed on X date and I've included a copy here for you to refer back to" - everywhere - not just schools, suddenly becomes a lot more obliging.

When we were trying to get referrals put in place for DD I took the most intimidating-looking wodge of paperwork I could with me to appointments - and they took me seriously because they thought I was really on the ball. They didn't know I'd hidden the Christmas Radio Times in there to make the wodge of paper look thicker! It worked.

We had bother with school one year - the SENCO tried to solve it, couldn't so we went to the Head... who was furious it had been going on and went through every single point in DD's provision plan to make sure it was being put in place - but I didn't have to blow my top once.