Does having an IEP mean being on the SEN register?

[DutchClock]

Hi all, namechanging for a couple of reasons...

I have been told that DS is looking like he needs an IEP, and I am woefully ignorant of what this entails to be honest.

He started Reception in the middle of September, and is 4.3yo

I've been told that although he is bright, he needs a lot of individual attention and cajoiling to complete any activity. And that his fidgetiness is a problem.

To be honest, while I completely agree that if he needs additional support, then it's great we have a system that can help (both him and his teacher!), I don't know how much of it is all down to being one of the youngest in the class, and coping with such a big change (ie nursery just 2.5 hours to a full day in a big class with structured activities etc etc)

So, does an IEP mean automatic inclusion on the SEN register? Are any other agencies involved?

Sorry for a bit of a ramble, just a bit and stuff at the moment

Yes, he'll be on the SN register, but it could be for as short a time as 6 weeks, or for longer depending on how successful the interventions, strategies and support they give him are.
He'll be on School Action (SA) to begin with.If they need to involve agencies outside the school, that's SA+.
All it means is they've picked up on some things he needs help with and are giving him an IEP to focus attention and support on these areas.
No big deal, especially for a littlie in Reception.

There won't be any outside agencies involved. It will just have a note on what the problem is, how they will help with it and what the target is. Nothing to worry about really, my dd and ds both have them.

Yes he would be placed on the SEN register ( well he would in my school!) but probably initially at School Action level-ie without any outside agency support initially. He would be set targets to work on, perhaps both within the class and maybe some withdrawal work 1:1 with a TA.

Can I stress, being on the SE register is NOT some sort of "the end of it all" stigma. My son was on the SEN register for eight years in both primary and secondary, for emotional support and behaviour. He also passed his 11+, went to grammar school, passed 13 GCSEs and is currently in the 6th form studying A levels in Maths, History, Law and Politics ( having come off the register at the end of last year!) It simply meant that he needed ( and received) additional help, support and consideration for his specific needs.

Thank you both, that's really helpful

What does School Action mean/entail?

You child gets more time and positive attention lavished on him and someone is responsible for checking the extra time is making a difference.

I assume it means what it says on the tin, action the school is taking. Don.t quote me on that though.

School Action is the lowest level of support within a school, it simply means that the school doesn't think the involvement of an outside agency is needed and that, with a little support and extra time, your son will be helped to overcome the issues identified.

School Action means your son is receiving additional or different teaching materials or a different way of teaching and it might sometimes mean additional adult support.
IEPs can also indicate School Action plus where the school involves other professionals to help assess the difficulty and identify appropriate strategies.

I knew I could come onto MN and find reassurance and information Thanks all, you're brilliant

DS's teacher did a good job of selling me on his IEP last night (Parent's eve). She said it meant that it made her & the school accountable, that they couldn't pretend that DS didn't need help, and that he would indeed get extra help. That they had paperwork to remind them to check that his needs were being met.

Of course, I was already sold on the fact that DS does need extra support, but I was bemused in retrospect at how well she presented the IEP as a positive thing.

Surely an IEP is a positive thing? I remember when ds got his first one earlier this year. One of my friends was absolutely mortified at the thought of ds having SENs. I was relieved that the school acknowledged he had problems. I don't view it as a negative thing at all.

As far as I'm concerned it is there to ensure ds has the support he needs and makes progress. Rather like the physio he had to help him walk properly. No one was horrified when he had that but I guess there is a label attached to SEN, which there shouldn't be imo.

I feel my ds1 is very well served by his IEP. He gets quite a bit of 1-1 time with a teacher he is very fond of and is becoming a much happier, more confident child as a result... I guess it all depends on the school, the individual needs of the child and how easily they can be met, and the person responsible for writing up the IEP and ensuring its goals are met.

ps he is also on SA+, not just SA.

One of the many benefits of an IEP is that it can be the start of a paper trail - if, at a later stage, you can look at the targets set on the IEPs and see that the child consistently failed to meet them, for example, you have solid evidence that the school is unable to meet the child's needs without either outside help or a Statement.

But for IEPs to be of value the targets need to be achievable and of value and the IEPs have to be reviewed at least termly - this is where many schools fall down.

Mine's been on SA+ for 10 years, it has worked well for him.
I've had other children in my class on an IEP for three months, and then taken off as the intervention was successful.
Make sure the school involves you in agreeing targets.

Also ask what you can do at home to support the work they are doing, there are often things that can be incorporated easily into day to day life, playing games etc but you need to know what they are.

I felt a bit sad when DS was put on an IEP to be honest, but then at one point I thought they might take him off it and I was ready to weigh in and fight to keep him on it, it is definitely a good thing to my mind, as I know it gives him some of the help that he really needs.

The trick with IEPs is to make sure you get an opportunity to take the IEP away and consider it before signing, and feel comfortable to make suggestions if you think extra or other things can be done in class.

IEPs are great but don't feel pressured and make sure you are comfortable with the targets being set.

We realised that DS1 needed support when he was in his second KS2 year, the school did not know a lot about dysgraphia but worked with me to develop an IEP. It was reassuring to me as a parent to know exactly what steps the teacher would take to help him. He came through with strong SATs.

The Year 2 teacher insisted that my DS2 needed an IEP as he would not work without adult supervision. One of the youngest in his class he had taught himself to read as he entered Year 1, was doing really well in numeracy but refused to write anything he could not actually spell.

Because there is no stigma attached to having an IEP, I did not worry and viewed it as my child getting extra help he did not really need. Also that it was better that teachers over-reacted rather than under-reacted and did not intervene to help children. DS2 is predicted for straight 5s next year.