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?

Here's a question. Often I have had a child with 1:1 hours (rarely FT). There will also be other children with hours in the class too. We never get all those hours so teachers are put in a juggling position of having to pro rata out what we have. What do you expect us to do? Ignore some kids who would then get no hours at all so that one child gets their whole provision. Yes we complain but it gets nowhere. It doesn't stop us complaining though. We are told to get on with it and do to the best of our ability. I always want to work with parents but sometimes I just can't do everything you want as it would mean that other children are losing out too.

i haven't - i've made a point of saying some and small minorities etc. i'm not ranting btw and i've just re-read that post and it's perfectly clear what it's about zzz.

anyway. best bow out of the three on one pile on.

of course there are bad & annoying teachers but if they are in the minority, why the endless reference to them?

*teachers don't want to ruin the chances of children with SEN, but very very few want to be teachers to SEN children, and they are seen, plus their parents as a bit of a side issue or one of the 'chore' aspects of the job.

IME some teachers fancy themselves as 'outreach', helping those poor little disabled children and their retched parents.*

I've stayed out of this until now, but can't anymore. THIS is why teachers will never be able to please you. You want teachers to want to teach your children, but when they do, you think it's because they feel sympathy for them and you don't like that. Which do you want?

i think 'the moon on a stick' is the answer midnite.

indy here you would apply for emergency funding for those who needed support but did not have it Extra funding for those who did not have enough. You would recruit volunteers if necessary for the interim. Think what you would do if the child with the Statement left taking their support with them.

and i found that post really offensive and likely to put teachers off of reaching out to parents because apparently it's wrong of them to want to try and engage the parents of a struggling child now. there really is no way to win.

YouAre Minority? We don't have figures here.

I want teachers to do the job they are PAID to do and heed the law.

That's pretty much ALL I want.

a teacher can't apply for funding - they don't have access to anything that direct, you can't recruit volunteers either as a teacher and bring random people in. and you're in the lesson, there, then, that day. a teacher doesn't get to say hang on, let's reschedule this lesson and i'll pop out and get some funding/volunteers.

There is no emergency fund. When a child leaves mid year their funding wouldn't go until the next review/ session. We use a huge number of volunteers. They plug gaps, eg read daily with kids who have parents who don't read with them. They are not the solution though.

but you were asked a clear question about reality - what do you want the teacher to do if there are several statemented children in the room meant to have one to one and only one ta there? do you want her to share the ta and herself the best she can to make sure all of those statemented children get as much one to one as possible or do you not? bearing in mind she can't pause time and go out and whip up funding, volunteers or industrial action as she has to crack on and teach the thirty kids in her immediate care?

Trying to engage with the parents of a child isn't wrong.

Refusing to engage with a parent who wants to engage with you wrt their child IS.

How many IEPs are set with a fait accompli and 'presented' to parents rather than done in conjunction with them?

Well I can tell you that in 5 schools, for my ds, it was 100%. Despite the guidance being clear that parents and teachers should set them together.

OR do you want her to be a bullied, cowering wreck who thinks shit i better let the ta sit just with the loudest, moaniest, most threatening parent's child for the whole lesson and screw the other two statemented children?

What do we want? Respect. Our children to receive provision as laid out in their Statements. Honest and accurate reporting and record keeping. Genuine consultation.

Not sympathy in every situation, although yes ver much in some. I have wanted to really celebrate my child's amazing progress and achievements on many occasions but been met with guarded attitudes because progress affects funding...

'a teacher can't apply for funding - they don't have access to anything that direct, you can't recruit volunteers either as a teacher and bring random people in. and you're in the lesson, there, then, that day. a teacher doesn't get to say hang on, let's reschedule this lesson and i'll pop out and get some funding/volunteers.'

A teacher can tell a parent that the provision in the statement isn't in place yet. A teacher can agree with a parent who challenges them with regards to whether the provision is in place instead of pretend it is.

A teacher who DOES have a 1:1 in his/her classroom can NOT use that 1:1 for group work or photocopying or classroom displays.

have you ever considered you are maybe very difficult for teachers to work with? i'm sorry but in 5 schools in very short period of time you got to the unworkable and removing your child stage. that is quick going and you do perhaps have to look at the common factor rather than just project everything outwards onto the whole teaching profession must be wrong.

Have only read the last few posts but starlight some of us teachers have children with special needs. Even if we don't many of us genuinely want to help all the children we teach fulfill their potential .

I work with parents every day and aim to do so in a partnership , I am a parent myself.

no one here has ever used a ta for the jobs you are saying they are used for. repeatedly also people have told you they wouldn't have the authority or ability to redeploy a ta to go and do photocopying.

also no one here has said they've lied to parents about support not being in place. if you have honestly had five schools, five teachers and they've all been liars who pretend there are ta's that don't actually exist then you have been incredibly unlucky and that is utterly bizarre.

Starlight, you need to stop and look at your own behaviour and what you are saying. Do you even have any idea how rude you are being?

I have a masters degree in education specialising in students with special needs and I'm now doing a PhD. I did not spend four years on my masters or plan for up to eight years on a PhD because I feel sorry for anyone.

'have you ever considered you are maybe very difficult for teachers to work with?'

Of course I have considered it. I've spend hours and hours trying to work out what it is that is so utterly utterly repulsive about me that teachers feel the need to lie, cover-up and punish my child. Relationship with the school is such a crucial element to a child's progress I could think of nothing else for years.

Once I had researched, and heard stories, and met many many more teachers I realised that what was so repulsive about me was that I asked for transparency, accountability and the law to be upheld.

But however polite I was, however many thank you letter I wrote when small things went well, however much I fell over myself to get photographic evidence of my taking up of a TA's suggestion of a holiday activity I was met with disdain. My crime, my only crime, was to ask questions, as is my duty as a parent for my responsibility for his education.

I know many organisations who recruit volunteers. A lot of these situations do not occur overnight either.

Parents of children can be assertive, yes, they go through so much they often have to be. They have faced a lot of fears. So scary, possibly. But all I can say is that I have never lost my temper, shouted, bullied or even burst into tears with my DC's teachers.

I definitely do not want cowering wrecks. I want to be able to engage with professionals on an equal footing. Not cowering wrecks, or defensive brazen wrecks or patronising wrecks. Simply person to person, face to face.

If the child with the 1:1 is working independently or with me the TA will be working with another child. Photocopying or displays? Not in my wildest dreams does anyone other than me do those jobs.

I think this thread is full of bad information by posters who don't understand how the law works. No wonder they are never happy with anything a school does. then they would have to stop fighting.