I *think* DS's teacher said he was on an IEP, but not sure

[ChimneyBest]

DS is 6, in year 2. He has been seeing the school counsellor due to emotional/behavioural issues (ongoing, he has poor self esteem, and I wonder about ADHD), but is doing fine academically.
The teacher called me in at the end of the day to read and sign a form which will go to the Juniors where he will transfer, and I think she said I had to do so because DS was on an IEP. Is this the case? Do you have an IEP just for seeing the school counsellor? Does this have other implications?
Will it means anything for DS when he goes to Juniors? Will the SENCO there want to meet with us for example?
I felt a bit ambushed this afternoon, so didn't think to ask questions .

An IEP gives your DS specific targets he can work on, and helps his teachers know exactly what he should be working on. It doesn't necessarily need to be related to his academic progress, in your case it sounds like it might be social etc. It should just mean his new teachers know what they can do to help him best.

I am a bit surprised you haven't been shown/given a copy, though, if he does have an IEP. You could certainly ask to see it if it does exist.

DS1 is on an IBP (Individual behaviour plan) as opposed to an IEP (Individual Education plan) to help with his behaviour - eg. as he has Autism he has lots of anxiety, so there are several strategies within his IBP that he and his teachers use to try and reduce his anxiety levels. I have to sign a copy of it, I believe termly in KS1, but DS2 only got his in KS2 and his is changed yearly.

Yes, I am a bit confused as to why I didn't know about this before. It seems it is being done because he is changing schools. He certainly doesn't have any behavioural targets that he or I know of .
I do think it would be a good idea if his new school are given a heads up about the best way to deal with some of his trickier behaviour - do you think I should contact them, or are they likely to contact me?
I will ask for a copy of whatever the paperwork is I think. Thank you both.

When I have had children coming into my class (Yr3) with emotional/behavioural difficulties I have always really appreciated it if their parents have been open with me about the best ways to deal with them. Admittedly, I think you probably have to be careful in the way you go about it - no teacher wants to be told how to do their job by a parent! "My" parents have always come at it from the sort point of view that "it's only fair you know how we deal with this" and let me know that if I find other ways that work they will be delighted to know about them too.
Hope your little lad enjoys his new school :)

gwenniebee - so would you ask to meet the parents then? I would welcome the chance to talk to DS's new teacher - the teacher's attitude to DS is very important to how he will respond to him/her, and if in time they can up with useful strategies, I would be delighted to hear about them . Would it be standard to meet before the new term, or after a couple of weeks? What about the SENCO?

I would imagine if he's seeing the school counsellor then yes, he would be on an IEP (targets aren't necessarily strictly "educational" - DS2 had lots about social skills on his, for example). No other implications, really - think of it as an evidence trail more than anything.

But what is absolutely beyond shit is the fact a) you didn't know, b) you haven't seen the IEPs (and you should have signed them after discussions with class teacher and/or SENCo) and c) the casual way in which this has been thrown at you. In your shoes I would be making an appointment with the Head forthwith.

The only positive is that at least the school seem to be making an effort re transition and are passing on relevant information to the Junior School - that can be a bit patchy.

Hmmm, I didn't get to speak to DS's teacher this afternoon - it was another teacher dismissing the class. I have asked if I can have a copy of whatever form it was I signed (I don't remember it having a title at the top).

Obviously I knew DS was seeing the counsellor, but I hadn't realised it would go through the SENCO at the school, or that DS would now be considered to have SEN? The document I signed was more of a summary of the current situation, and certainly had no targets, behavioural or otherwise on it, so maybe it wasn't an IEP? However, I am sure his teacher did mention the IEP acronym

As for casual - well the school operates very much on a 'need to know basis', which means that for the most part, you only find out about stuff after the event...