Teachers do not adhere to Statemented 1 to 1 support, do not believe in sub-levels, make APP assessments up....How much of what parents are told by schools about teaching is a box ticking exercise?

[Regards]

Following on from this thread:
www.mumsnet.com/Talk/primary/1859219-Im-a-teacher-and-happy-to-answer-any-questions

and this:
community.tes.co.uk/tes_primary/f/36/t/381051.aspx?pi2132219857=1

I realised I was incredibly gullible when my DC first started school. What exactly should we believe concerning what the teachers tell us, how much is a PR job to cover up the ugly truth?

Historically all our pupils with statements have received support over and above that detailed in their statement.

I would suggest that unless statements are updated minute by minute it is impossible for them to give an accurate picture on the needs of the child lesson by lesson.

because they've gotten so into fight mode that they see every tiny thing as part of the same mad conspiracy you see it as no doubt.

i don't blame you for wanting to quit - i'd be tempted to tell the parents that actually seeing as they are so unhappy with everything you do you are considering resigning. they might actually stop and think.

note the angry parents on here barely even commiserated with you about your treatment or acknowledged how hard you work - they just found a way to make it all about their child again. it is obsessive and obsessive to the point of without consideration for anyone or anything else.

KeepOnKeepingOn1 I don't mean to be controversial but why would I claim DLA?

Hurting people often hurt people.

MN is slightly different in terms of release. I do acknowledge Quit's treatment but just wanted to counter with how parents can often feel. Common ground in terms of nasty experience.

Sorry Quit if it sounded like I was trivialising your treatment, just saying I know how that kind of relentless criticism feels, when you are doing the best you can, feels.

Awful - sorry.

Seriously, I would like to know how best to work with teachers who have made grave mistakes with DS1 and can't even meet my eye. They have difficulty even admitting his continued existence. I don't blame them personally overall but I do hold them responsible for personal/professional omissions. But DS2 is a separate person and deserves to be treated as such.

"Invisible disabilities like dependence on support at all times ?... "

This does not qualify. It minimises the significance of real invisible (to non-experts) disabilities.

For the record KeepOnKeepingOn1 my child is ADHD/ASD and I still don't know about DLA

keep fresh day, fresh start. Oodles of forgiveness, 'they perish because of lack of knowledge'. Day by day.

I have had to live by this. It's all I know, in terms of what to do...

'note the angry parents on here barely even commiserated with you'

Are you not reading my posts?

Genuine question and they disappear.

I really do want to know. I don't think teachers are evil (although this belief is sorely tested when we can't talk honestly as equals).

I believe that parents and teachers have more shared concerns than teachers and the LA but I might be a hopeless dreamer...

DS had a behavioural problem that school were denying. I asked if his TA could keep a check list and tick a box every 30 minutes as advised by a behavioural consultant.

The school refused on the basis that the TA was too busy to do that.

His Full-time 1:1 was too busy to draw 12 ticks? For the purpose of gathering data on a barrier to his learning? They said it wasn't happening so surely this would allow them to gather the data to be smug?!

The reality........... His TA was unlikely to be anywhere near him every 30mins. Which in fact was probably the reason they hadn't observed this blatantly obvious behaviour.

Keep on keeping on. It's what we have to be good at, that and hoping.

My DC's relentless tenacity (stubbornness) is inspirational...

Yes, I wish teachers woukd be more honest with parents about what goes on and HELP them battle with the LA. they woukd be such a powerful team.

After qualifying as a teacher 10 years ago and having a number of statemented children in my classes over the years, I could have so easily have ended up with the viewpoint of the teachers on here.
However, my eyes were finally opened and I became aware of what I wasn't aware of before by having my own children with SN.

I applaud all of you-Star,zzzz and others trying to get the message across but unfortunately I honestly feel you are flogging a dead horse.
Teachers are the most defensive group of professionals I have ever met. Home /school communication is great when on their terms but as soon as the parent wants to communicate it's lost in translation. Parents are to blame for everything (visit any staffroom in the country and you'll see/hear evidence).
Outstanding counts for nothing-anybody could put on a show for 50 mins when given 2 days notice.Ofsted should be no warning (and yes I really do believe this as a teacher) to get a true picture.
I left a permanent post to do supply as I couldn't keep schtum each time a colleague made a comment such as'well I'm sorry, I've got other children in the class with needs too, I can't cope if I don't use miss x for them too ' or of course I'm going to use miss x for groups, I've got 2 adults, I'm going to make the most of them.
And now as a supply the first thing I ask is whether there are any children with SN and the majority actually look shocked I've asked.
Getting tired of wasting my time trying to educate educators on how to educate my DS and being seen as the PITA parent so reckon I'm just going to do it myself as I can't let him fail.

What I find interesting is that so many teachers who believe it is OK to utilise 1:1 TAs for other children fail to have the courage of their convictions by doing so openly. If they really think the child doesn't need 1:1 all the time, why not say so at annual reviews and recommend that the statement be amended? Could it be because (a) they don't want to lose that resource and (b) don't want to have to defend their views at a tribunal appeal? And when they redeploy 1:1 TAs, why don't they have the honesty to let the parents know? Again, it appears that they know perfectly well that they are breaking the law but don't want to admit it to the parents of the child they are letting down, and they know their actions would not be defensible in court.

DP is a HT of a primary school in a deprived area in the SE, with 50% above the LA averaged of statements. I asked him some questions last night:

1) how does funding for statemented children work? we get about £3k per statemented child whatever their level of need is. if they need more than £13k of funding per year we were supposed to bid from a central pot for the extra money and get it funded in full. however the process did not work as the demands were greater than the size of the pot. if the extra support is between £3 and £13k we are expected to find the money from our existing budget.

2) can a statement be used to legally enforce e.g. 15hours of 1 to 1 support? he has never seen a statement written in this way but did not rule out some could be. in a typical statement, the school has a legal obligation to meet the child's needs, as defined in the statement but the legally enforce part does not detail how those needs should be met.

the realities seem very far away from the expectations on this thread:

(A) many people in a school have legal entitlements:

• the children to be educated
• the staff to be paid
• the contractors to be paid

(B) most of DPs budget is spent on staff and is not available to be spent on anything else. they have a 10% cut in funding this year. his school will be making redundancies.

(C) its not a matter of robbing money from one child whose parents push for their rights and giving it to the children of more passive parents. little is given for any statemented child.

(D) of course teachers and SMT have a limited time to spend with the parents of one child. that is how it should be. but parents aren't wrong for wanting more for their own child either.

YouAreMyFavouriteWasteOfTime Might I clarify?

1. Under the old funding legislation varied from LA to LA. Some funded Statements some did not instead provided 'Block Provision' - some a mixture of the two. My Dc's funding was significantly more than 3K.

Now there should be less 'postcode lottery' with the new funding legislation. I posted (with link) details up-thread. It is now up to schools to fund the initial 6k, for which they receive more up front funding. However this is not ring-fenced.

'receive more up front funding'!?!

DP's school get £3k for any level of need.

and a 10% total budget cut.
increases there wont be.