Insanity, I don't have any problems with moving ds in the future. There is one thing that is consistent and that the more new experiences he has, the faster he progresses. The less well the children know him, the less they compensate him and that brings him on too.
He is bright and very clever at avoidance. For someone with little imagination or social skills he certainly knows how to play adults to reduce their expectations of him. He can really act as if he can't do something, or doesn't understand something that I have witnessed he can a thousand times before. Adults let him get away with that but new unsuspecting children don't. Sometimes even I have to think hard about whether ds is acting or not.
I wanted to speak to his new school to put some targets in place for the first few weeks, whislt the children were not aware of his difficulties, as this could potentially be his largest learning curve of the year, but the teacher doesn't want to even talk about an IEP until after half term 'when she has had a chance to assess him'.
I don't think her point is altogether unreasonable as a general one, but specific to ds, it is. As quite apart from anything else, ds has had so many assessments that there should be enough documentation without her having to do an additional 'assessment'.
So imo, that first term is going to be wasted with her 'assessing him'.
Further she scoffed at me when I mentioned meeting up to write the IEP as if I was completely out of touch and said 'we don't do IEPs, we do provision plans'. I told her I'm not too fussed about provision, it is outcomes I am interested in.
She blinked at me a bit bewildered.
Having said all that, there is something about her that makes me think she is probably an excellent teacher. She has a great reputation and I know that she has been stung before by having expectations of a child lower than she needed to and upon finding out adapted quickly. She's quite old school, (and old) and may even have covered some SN in her teacher training.