AIBU to ask for more academic support for my DC?

[babbscrabbs]

DC in primary y3, is at or above expected in reading and maths. Has made good progress in reading this year as failed y1 phonic screener. Is according to teacher a v bright child which I agree with.

But his literacy is awful - the lowest score they had (below expectations I think).

The teachers give him some extra help but SENCO says he isn't below the threshold to access support because he's not behind enough... But the fact the rest of his learning areas are ok suggests there's a specific issue (he's ND and I think maybe dyslexic).

AIBU to demand more help? Ideally I'd like to take him out after hours a week for 1-1 tutoring.

You are being unreasonable to 'demand' anything.

Have another conversation with his class teacher and SENDCo together to see whether he's working at the expected level or below the expected level in each subject. Ask the teacher what her plan is to ensure that he makes enhanced progress this term.

Take your point re demand but what I'm saying is that I've brought it up and been dismissed so would need to push for more help.

I already know he's at expected level on everything except his writing, which is way behind.

What's enhanced progress?

The problem is schools don't have the money or resources so prioritisation is needed. I'd ask for him to be assessed as a first step.

Are you suggesting that you pay for some external tutoring or you think school have staff to teach your child 1-2-1 within existing resources?

I have a good friend that works as a SENCO. They receive these types of requests all the time but unfortunately do not have the staff or resources to assist every child that would ideally have support. It's a very difficult situation.

I would look into paying for private tutoring if you can.

Is there a reason you can't do it on a weekend? My son was below expected at that age and after lots of weekend work he's now thriving at grammar.

I'm a sendco and a child needs to be working at a 50% delay to get extra funding for learning. So at Y3 they would be working at a pre reception level.
School can do things to support like a small group intervention but this is greatly dictated by staffing and the needs overall in the class.

What reading and writing stuff do you do with your DC, @babbscrabbs Do you read together, or write stories, or make a family magazine, or things like that?

You can’t “demand” one to one if you’re not putting in what you can as the parent.

What do you mean by he's progressing in reading but his literacy is awful?

Most schools will assess as one of the following (or differently worded but similar):

Pre - meaning they are significantly behind meeting age related expectations, by 2 years or more
Below - meaning they are not accessing that year group's expectations but not working pre key stage
Working towards - accessing but not entirely meeting that year group's expectations
Expected - entirely meeting that year group's expectations
Greater depth - exceeding that year group's expectations

If they are pre, they are likely to be on the school SEN register, and should have an individual plan with achievable targets and provision/reasonable adaptations to ensure needs are being met.

If below or working towards, they will absolutely be on the radar for additional support where possible, this could come in a range of forms.

Teachers have termly pupil progress meetings where progress is discussed. If any individual is not making adequate progress, they will be discussed and there will be some plan of action for how to support then to achieve. This won't always be obvious or look like how you are expecting it to look.

If I were you, I would ask for a specific understanding of his current assessed level for writing (IE exactly what year group expectations is he accessing) and how this is being accommodated in the work they are providing him with.

Yep, we've had these discussions.
He's not behind compared to where the average child should be - which is where school is most focused for its intervention efforts.
HOWEVER, he is far behind where his intellectual level suggests his literacy should be.
If school are saying no to 1-2-1, I strongly suggest you look at working at home to bring his literacy up. DS found it incredibly frustrating to have all the answers but not be able to get it onto paper.
We did toe by toe and touch typing at home.
Typing has been a game changer for us. But it will depend on exactly where his struggles are as to what would be best.
I think Y3 is the earliest for dyslexia assessments. Our private assessment pointed us in the right direction for what interventions were likely to make the biggest impact.
Oh, and FWIW, bright kids can often fool the screening tools used in school at this age, because they have enough brain space to cope. This strategy fails at some point in the future!

you can support him at home, so the best thing would be ask the SENCO what you can be doing at home - ask in an email so she has time for a considered response.