5 year old boy - is this normal or is this signs of ND?

[Queencam]

Our (almost) 5 year old son is in reception - August baby so youngest in class. His teacher asked to speak to us today and told us the following;

• he is unable to concentrate - is very easily distracted
• he can’t follow instructions - has to be told asked repeatedly
• has poor spatial awareness
• has poor fine motor control
• he will miss all of the upcoming benchmark assessments
• he has poor concept of personal space / boundaries - puts his hands in other children’s faces or grabs them

The last one they said there’s no malice and he’s being playful, doing it when he’s excited and they’re playing together and he takes it too far. But it’s not on and he has to stop it.

they also said he’s “lovely” and “clever” and they truly think he can’t help a lot of this behaviour. He cannot sit still and seems to have no impulse control.

I don’t know what I’m asking really but I feel worried and sad and wondering what is going on with him. Is this within range of “normal” 5 year old boy behaviour or does he has special educational needs or is he neurodivergent in some way?

they’ve recommended another SEN assessment so we will ask the school for that asap. They did one earlier this year and the SENCO had no major concerns.

anyone any experience of this?

There’s no “test” for ADHD…

Very handy to get all the recommendations for OTs. Will definitely bear this in mind - and see if I can get access to OT through my work AXA policy.

Had this email back from the SENCO today. What would you make of this? It sounds like she is unconcerned. But it also sounds like he struggled during the writing exercise.

Just to provide a quick update. I have completed the Talkboost (speech and language) assessment with DS. This shows that he is an effective communicator and can use/understand developing vocabulary. He sometimes struggles listening to a two part instruction, but when reminded to slow down and use the visual prompts he can be successful. All good

I observed DS in a whole class phonics session. The children were being challenged to write an independent sentence using a picture prompt. DS was clearly trying to do this, he did get a little confused asking 'Which letter is j ?' The teacher directed DS to look up and use the large letter visuals. He did get up and move to a supporting adult who then helped him 'sound out' to write a short sentence. Please do try and encourage early reading and writing practice in the summer holidays - fun things like painting outside in the sunshine using a wet brush on a paving slab, icing sugar sprinkled on a table top with a finger to 'write'. Also lots of physical activities such as climbing, playdough etc to help support early finger muscles develop.

We can monitor DS in year 1 but my general impression is he is a lovely lad.

A lovely lad? What does that mean, neurodivergent children aren't lovely?!

Very clumsy wording from a SENCO!

Yeah I'm not sure what to make of that - other than to dismiss it as more of general remark!

I think she may have me down as a neurotic parent! Even though I said this has come from his teachers...

If you think you can get a private assessment I would; I'd be testing his visual discrimination skills and various other gross and fine motor skills. And some of his sensory processing skills.

Can he use scissors by any chance?

(Another very small thing you could do which has been shown to have an impact on reading is to put subtitles on everything he watches.)

But all the other things she suggested also add to it

Honestly OP, the SENCO doesn’t sound qualified to be giving out this advice. And the assessment she carries out could mean nothing (apologies I’m not familiar with it as neither my DC had any issues with speech). Children “perform” much better 1-2-1 than in a classroom setting. My DS9 has ADHD but he would’ve absolutely flourished in any kind of 1-2-1 assessment at that age. His communication is and always has been excellent.

I would thank her for her time but I really wouldn’t give any weight to it and press on with what your DS’ classroom teacher has advised you.

Looking at the SENCO’s email - to be honest at nearly 5 in reception my son was still struggling to write letters. He would have had no hope of writing an independent sentence. Even now at 8 they tell me he writes ‘independently’ by coming up with a sentence with the help of a TA, then they write it out for him and he copies it. So I see why the senco isn’t worried as there are probably children struggling a lot more. But academic abilities is just one of the aspects the nhs used for my son’s ASD diagnosis, it’s not the whole picture.

Sounds exactly like my son!

We've had the same concerns and he has previously had an ASD assessment. He didn't get a diagnosis but the consultant did agree he had traits and to give him some more time as he was in nursery.
We are looking into another assessment as, like your son, the same concerns have been made in school.

Things which have helped whilst being in reception;
He has delegated 1-2-1 time with a TA.
Now and next board
Chew necklace
SALT
On waiting list for OT

Your school should be referring for SALT and OT, they can also refer to CAHMs or you can do this via mental health nurse at GP.

Your schools SENCO doesn't sound the best tbh.