Is there anywhere that I can get information on the NC topics likely to be covered in order to give my ds a head start?

[StarlightMcKenzie]

The class teacher promised she give us the topics and likely vocabulary 10 days in advance so we could work on it with ds at home before it is introduced at nursery, - but whilst she started with enthusiasm at the beginning of the year she takes a huge amount of chasing and I'd rather not go through that again at reception, just figure it out for myself.

Any ideas?

I imagine is v school by school. We get a breakdown of topics by half term in reception and beyond (eg butterfly life cycle, travel, properties of materials etc) which allow some warm-up. I think that certainly from year 1 there are v set topics, as I note that my boys are covering similar stuff to that in the school material books I inherited from my mother when she retired. Reception however is much more varied, so it may be harder - I think explaining your situation to the teacher, and emphasiing that the purpose is to help your child to access the material and cope with the school setting, rather than a wish to "get ahead", is your best bet.

Can somebody explain retrospective planning a bit more please? Is it basically deciding with relatively little notice, but having to write about it afterwards and recording learning targets etc (for ofsted etc?)

My DD's preschool actually apologised for not giving us enough notice; they plan on Thursdays for the following week. They have a notice outside showing letter of the week, but they tell us a bit more if we ask.

Starlight do you feel DS is getting anything out of his time there? Is he enjoying it? Does he learn better at home? Have you considered taking him out and Homeschooling? Sorry, so many questions... I don't know what his difficulties are so I may be way off the mark.

In reception where a balance between teacher led and child led is required a child might spend the time building a space rocket so the teacher would look for ways to develop the child's skills and knowledge around what they are doing and record this retrospectively or being a princess so the teacher might encourage role play to develop language or drawing/writing about princess and perhaps read stories about space or princesses or it might be a child is unfamiliar with fruit offered for snack and the teacher decides to look at unusual fruit and veg or to make fruit salad or smooties. They would then use these interests to plan lesson to extend the child's skills and knowledge through providing resources and direct teaching.
The statutory elements of the EYFS are taught but they are taught in ways that engage the child's interests.

Starlight, I don't understand the point that if he gets a place in YR the school won't apply for 1:1 funding - does he already have a Statement?

Starlight why do you want ds to go to that particular school if they don't want him there? I certainly wouldn't want dd in a school that didn't welcome her and wasn't prepared to meet her statement. How can they not recruit a 1 to 1 if ds's statement specifies the need? Why wouldn't they want another TA in there specifically for ds's needs? FWIW in dd's hugely inclusive school there are many pupils with statements throughout the school and at least 5 out of the 50 pupils in the foundation unit, the number of staff in there (10 the last time I popped in to see the SENco) is seen as an advantage though rather than a disadvantage

DD1 is in y2 and DD2 is in reception at the same school

i know what dd2 is doing as it is pretty much exactly the same as DD1. even down to the half term homework - fill in a family tree - we just pulled DD1's from the file i have created.
(and they have had different teachers)

i don't think it is that sporadic/unplanned.

I would love to teach him at home, but his main area of difficulties are in social interaction and even if I know I could do a good job of teaching it, I won't be able to find anyone for him to practise with as they are all at school.

sorry that sounds bad - DD2 didn't just hand in DD1's family tree! She used it to copy the names etc...

'does he already have a Statement?'

yes. The wording isn't a specific as it shoud be but regardless, the school said they would not fund it and told us outright that we'd have to take it up with the LA.

I dunno why I want him to go to that school. I guess I just do. I've had such a bad experience so far with the last two schools I've decided that no school can actually meet his nees whilst governed by this particular idiotic LA and so am just going for the one with the nicest children and hope that he gets through his school life with some shred of confidence.

Oh Star how bloody awful but I would be hugely worried about opting for a school based on the children being nice.
We travel to dd's school because obviously having a statement we can choose. Dd's school is in an area of huge deprivation and some of the children there have an awful homelife and bring their difficulties with them. But the school is an oasis of calm and care and sunshine.
The staff there care an awful lot, they parent some children, they feed children that aren't fed before school, they provide uniforms when parents don't and they fight tooth and nail to ensure each child achieves their best and their families are enabled to care for their child.
The head bought slow cookers, ran cooking classes and taught parents how to feed their children nutritious but inexpensive food. The school run literacy lessons so that parents can listen to their children read and parenting classes and behaviour support classes.
Some of the children are not what you might call nice children I suppose because of the stuff life has thrown at them.
The school welcome children with statements, there are children with profound and multiple disabilities as well as children with DS, ASD, hearing and sight impaired and children with social, behavioural and emotional difficulties and they bring in experts to ensure they can give the children what they need.
Most classes have at least 3 TA's because there are so many children with additional needs but that is a positive and because there are so many varied needs then they don't stand out tbh.
I could have chosen the OFSTED outstanding school with their nice middle class children and their near perfect SATs results but tbh I wouldn't have touched it with a barge pole. Their minds were closed, dd wouldn't have fit their neat little boxes even if academically she is exceptional and I want a school that can empathise, that can be creative with their methods and above all that care.
Do you know parents of children with ASD in your locality? In my experience they are the people to ask about which school is best because you get the true picture not the gloss and not the OFSTED experience either.
I really hope that I am just being hugely paranoid and hope everything works for you but please in the meantime investigate every option won't you?

asdx2 That sounds a wonderful school and yes I would be very happy for ds to go there. But the truth is, that school doesn't exist here. I can only control the variables I can control. A school like yours with a LA like mine would be a disaster for my ds. Perhaps this one won't be right either, but I am just going with the best I can get in a dire situation.

This school are fighting against ds attending because it has become an SS by default for its excellent reputation for children with SN by the way. The don't want this to continue, especially in the current climate with 'inclusion' being more about special schools closing than children having their needs met in mainstream.

Our LA have thrown in lots and lots of money to dd's school it has to be said probably because without intervention then a whole generation wouldn't have much of a future. I am so sorry that you don't have anything similar in your area.

It is such a shame then that the school haven't embraced the fact that they are excellent with SEN as dd's school have. Such a pity that this is valued less than SATs results and OFSTED gradings. FWIW dd's school will probably be known as a SS by default not least because the HT seems to welcome the children with the highest needs.

It seems like a shame they can't tell you anything. DD's school has termly topics in reception, they are broad but help give you an idea. Before Xmas it was 'traditional tales' or something (I onloy remember the 3 little pigs and red riding hood) then 'growing' (lots of seedlings sent home) and is currently 'under the sea'