I didn't put this in SN as I wanted a wider base of information.
Dear Sir
I am writing with reference to the report recently compiled by the Educational Advisory teacher Sue Flynn, and the need to make firm educational plans for the above child, who starts school in September.
I apologise that it ahs taken a few weeks to contact you, I felt I needed to give due consideration and research to the matter in order to ensure that Harold receives the most appropriate outcome for him.
Harold is a happy 3.5 year old who displays significant speech delays and many social and emotional problems. He has never been able to receive any help or support, first because of a problem with the Health Visitors, and then because of the complete lack of a Speech Therapist in Newport who could assess his needs and provide either with a access to a diagnosis, or any way of supporting him.
He is due to start school in September, and is currently at the nursery attached to Caerleon Endowed School. Since he started, and has been consistently observed with his peers, concerns have arisen and he has been seen by a Consultant Paediatrician and the Behaviour Advisory Teacher employed by the LEA.
I have attended several meetings with LEA?s and other professionals over the years, both in respect of my eldest son who has Asperger?s Syndrome, and in a professional capacity. I can honestly say however that I have never attended one where parental information was not sought, something that gives me real concerns in this matter.
Harold was observed by the Teacher on a Thursday, and we offered to meet with her that day, and were refused. An appointment was given for the following Wednesday, at which point we assumed it would be a discussion of our concerns with regards to Harold?s development, and an assessment of how he was developing in non school based environments- specifically, at home and with his childminder.
Instead however, we were presented with the report as a fait accompli as soon as s we entered the room- a room that was full of adults so that we felt unable to challenge anything said to us. We very much felt outnumbered. When we did raise concerns- such as Harold?s dribbling- I was told to remove his dummy (although the Teacher said it would be hard)- in fact, Harold does not have a dummy, as she would have known had she been sufficiently diligent s to ask.
We were told at the meeting that we could contact the Teacher to discuss concerns, however any contact details are a notable omission from the report given to us, rather preventing this action.
We do not feel this report is in any way an accurate representation of Harold?s abilities. Had we been asked, we would have been able to explain that activities involving puzzle like skills are in fact very much his forte. Also, although I am exceedingly surprised at the level of skill he apparently demonstrated at the assessment in fine motor skills, (something never before or since displayed), I have actually taught crafts to children, and he lives in an especially crafty household, so activities of that nature are very much the norm for him.
We have shown this report to our childminder, who shares our perceptions, and is writing a report herself for the Paediatrician, outlining Harold?s development as it is displayed within that familiar environment.
At the end of the meeting we were told that Ms Flynn would assist Mrs Sperry in completing a baseline assessment above those already completed. We received this on Thursday, as the school broke for half term. Far from allaying any concerns, it serves only to confirm and further underline the disparity between Harold and his peer group.
Given this information, we feel that the policy of wait and see that we were told to employ is inappropriate. Harold is at an age of immense importance in language acquisition: waiting and observing will have the effect of encasing any delays in concrete.
Previous informal discussions with nursery staff members have indicated concerns about Harold being placed into a mainstream school unsupported, however this policy seems to be the one preferred by the LEA.
I acknowledge that a lack of access to a speech and language assessment, caused by the lack of a special needs Speech Therapist in Newport, is a primary contributory factor here: however Harold cannot be allowed to suffer because of this situation.
As the parents of Harold, we cannot agree with this. Harold?s main attribute is his happy disposition: setting him up to fail, and thereby risking this security and happiness, is not an acceptable suggestion.
Harold, being a summer baby, is not legally required to start school in 2007, we could wait until 2008 if we wished. However, we are keen to enable him to access appropriate education as soon as possible.
To or minds, appropriate provision for Harold would be (in order of preference);
. A second year at the nursery, something we feel would greatly enhance Harold?s prospects of catching up on important skills, and learning interactive abilities. However, the Behaviour Advisory teacher told us this was against LEA policy
. A placement within a special needs nursery for a year
. A placement within a special school suited to Harold?s communication, social and developmental delays;
. 100% one to one support within mainstream education, either at Caerleon Endowed or another local school
. A part time placement within mainstream reception class, with the option of moving to full time if we feel he can cope adequately (given that even small routine changes can provoke quite significant egression in Harold?s abilities)
. Finally, although not ideal, we would feel compelled to withdraw Harold from LEA provision until 2008, and find him an appropriate alternative environment..
Unless Harold?s development alters dramatically within the next nine months (something unlikely in my opinion), it is not appropriate for him to enter full time, mainstream unsupported education in September 2007.
In an ideal situation we would have accessed a statement for Harold, however we are in a position where the lack of speech therapy means we have no paperwork bar a baseline assessment and a report we feel is inaccurate. SNAP tell us that the school cannot apply until Harold turns 4, at which point it will be 4 weeks before he is due to begin school, and the middle of the summer holidays.
We are disappointed to have to take such a firm stance, but we also hope you will appreciate we are actively doing the best we can for our son?s long term well being. We have deliberately given the LEA as many solutions as we can, in order to enable a dialogue on this matter to begin.
We look forwards to hearing from yourselves,.
Yours sincerely