When should a school provide a IEP? Do they ever have to??

[smee]

DS, yr4 was assessed over the summer as dyslexic. I had a first meet with the SENCO, who was hugely off-hand, no specialised help, nobody's trained to do it, he'll be fine, etc, etc. No mention of an IEP, which I would have thought was a sensible start at least.

To explain a bit more, DS is above average with his SATs and reading at level 4. His spelling and handwriting are where it hits him. He was assessed as having a minimum of a 3 year discrepancy between ability and achievement by the Ed Psych (some of his scores show a 5 year discrepancy). So what do I do now? Can I insist on an IEP? I know he'll never get a SEN, but surely they have to do something with that level of disparity??

I'm interested to hear the responses to this too. My DS is average in his testing but also has been identified as dyslexic recently. I suggested an IEP which has been done..... However the impression I get is that as he is 'average' there will be little help / adjustments made for him. Though we are doing special things at home to help.

There are very specific criteria that each LEA set in regards to SEN. If a child meets the School Action (SA) criteria they may (but not always) be written an IEP. An IEP should set targets that seek to address the areas that need improvement. Your son may not be 'poor enough' to qualify for SA support. Out of interest, who assessed your son? Was it done privately and have the school ever expressed any concern over your son's writing/spelling? Have you met with your ds' new teacher to discuss these issues?

Thanks laurz75, that's really helpful. He was identified as probably dyslexic by the school and they were going to assess, but couldn't say when that might happen so we went to Dyslexia Action and paid for assessment to speed things up. So yes school is theoretically on-side and recognise he has a problem.

I have met the new teacher, but she's new to the school and also an NQT so very much going with what the SENCO recommends. When we met he hadn't even bothered to read my DS's report. Was woeful...!

Should I be able to get the SA criteria from the school or the LA?

You may be able to find the criteria on-line - I doubt the school will give it to you as it is not used singularly to decide if a child needs intervention. It may be that you need to ask how far off meeting the criteria your son is. Children do have to be really very poor/behind the level thay should be (very frustratingly for everyone concerned).
It also very much depends on whether your son has been making progress in the areas that mis-match his reading (which is well above average). I'm not at work at the moment but will bring my criteria home and post later to give you an idea.
What is also worth considering is that if your son's school is going to support your child through 'in-class' teaching then he doesn't need an IEP. School Action interventions are 'additional to or different to' normal class differentiation.

Thanks laurz. That would be ever so helpful. I've just found a policy on the LA website specifically on dyslexia and what it expects schools to do That talks of children being supported by differentiated teaching and learning with support (at School Action). It also says that it expects all schools will : 'Record interventions and document progress over time' and have appropriately trained staff. Gives me something to go back to them with at least.

I agree with everything laurz75 said. In addition it's worth checking whether the school's SEN policy is on their website as that should state clearly how they should handle this. (If not I would request a copy)

Thanks BetsyBoop, have had a look and it's 'under review'. Will ask the office if they have a copy of the old one though.

Ds1 (5yrs) is classed as SA+ and has an IEP.
He has delayed toilet training (started school in nappies although now wears a wobble watch and no accidents at school so far this term), has reading age of 10+, very good acedemically but lacks social skills and is being assessed for possible mild aspergers, I think that the main trigger for the IEP ad various assessments was the toilet training, not sure if he had been dry when he started school if much would have been done.

Hello, I am on the other post too...
I am concerned that DS will lose his IEP soon as he's pulled himself up to 'average' in writing, whereas he is extremely bright, and average is not a reflection of his true ability.

When he was assessed last year (age 7.5) is writing age was less than 5, but his reading age was 12, so a 7 year gap. He's improved a lot in a year, but i would still say his writing is VERY far behind where it should be.

I spoke to the SENCO expressing my concerns, at there is no immediate plan to remove his IEP, even though she seems happy that he's average. I am not!

When a class teacher or the SENCO identifies a child with SEN the class teacher should provide interventions that are additional to or different from those provided as part of the school?s usual differentiated curriculum offer and strategies (School Action).

Schools do not have to provide an IEP
We review children's needs every 10weeks and children move on and off the register. A diagnosis of dyslexia alone wouldn't automatically mean a child is placed on the register
Just to be clear was the EP private? (Dyslexia Action)

MrsB, that's my concern too. Average is turning out to be a bit of a curse!

mrz, yes it was private through Dyslexia Action, but we only went private because the school said assessment through the LA Ed Psych might take some time, so they're on side in terms of recognising the problem.

To be honest we don't really expect them to do much, but it's staggered me how dismissive they've been. The SENCO hadn't even read his statement, as he'd just heard the summary (ie the dyslexia's described as mild). To me it's clearly something we can help him with, but DS needs specific strategies to help him. The school don't seem to have a clue about what those might be other than keeping going with what they're already doing.

My main worry is unless it's handled carefully he could easily become disheartened. They've already annoyed me hugely, as they moved him down a spelling group - it was with good intentions, as he needs to focus on the high frequency words, but the teacher didn't talk to him about why they were doing that, and that it was connected to his dyslexia, so he came home demoralised. When I told them that they were mortified, but surely it's obvious.

I had to suggest too that they should make sure any teacher who teaches him is aware he's dyslexic so that any criticism of his writing/ spelling is constructive. That was after a RE teacher made him re-write his work as she told him it wasn't good enough. Poor kid came home really upset and yet again they were mortified when I mentioned it, but its not rocket science is it? On a very basic level I just want them to be aware... !

Sorry, rant over..! I think we'll have to go to Dyslexia Action to get him into some sort of tutor programme there, as it's clear the school aren't going to help him, but we really shouldn't have to. What about the poor kids whose parents can't afford it for starters. Makes me so angry.