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?

Dd's school is open with me (dd would blow the whistle anyway) and so I don't feel the need to police them
Exactly! I imagine that if schools are cagey or things are blatantly not happening when they should be, this is where the relationships falls down.

X post. My above post refers to 16:37 post.

Because it's my PROFESSIONAL opinion, given at a meeting other professionals AND parents where it can be discussed and either agreed or disagreed with. Why don't you seem to think I'm allowed a professional opinion?

Yes, at the statement review I would say "x has been working well within a group setting under the support of mrs x. I propose we aim to make this a more regular occurrence." IF I thought that was the right thing to do.

Sorry I took that statement to mean you would withhold information if you thought it was right to do so.

I do allow people to have opinions just don't like been kept in the dark regarding decisions made concerning my child.

And that's fair enough and I'm guessing (sorry if nosey) that you've a pretty shit experience with a school supporting an SEN child. Yes, there are shit schools, secretive schools, dishonest schools. But not the majority.

I also suspect that an element of shame also keeps people quiet. Even at the level of admitting to themselves what they are doing. I really do think that there is such a pervasive sense of failure, of fear of failing to meet seemingly unmeetable and changing goals, that people are haunted by a sense/fear of shame.

sugar at dd's previous school her TA was lovely but her teacher used her as a lackey and her TA wasn't forceful or confident enough to say no. I felt for her TA but ultimately she allowed my dd to suffer by not meeting her role and so I took dd out of the school and the TA lost her job whilst the teacher went through competency (not solely down to dd of course). Her current TA is far more certain of where her role lies and there is also a FT class TA and her teacher is 100% more competent and so her TA can concentrate on dd's needs.

'I do think it is so widespread, so insidious, and it is enacted by pressure exerted on individuals, it deters against openness about how widespread it is.'

Which is why so many schools and LAs are so against Applied Behavioural Analysis despite the impressive and wide evidence base, as it would hold the school accountable for every minute of the TA's time.

I think teachers are unprepared to be honest even with themselves to they tell themselves stories about how the TA being 'reallocated' is 'good' for the child in question, or if not, 'the only way they can possibly manage their unreasonable workload and manage the class 'for the sake of the child with SEN too''.

'And that's fair enough and I'm guessing (sorry if nosey) that you've a pretty shit experience with a school supporting an SEN child. Yes, there are shit schools, secretive schools, dishonest schools. But not the majority.'

It's most definitely the majority of the mainstream state schools that the children with SNs attend on the MNSN board.

Well that's your opinion but it feels like an absolute kick in the teeth to read posts tarring all teachers with the same brush. It's rude, offensive and ill-informed.
Just look at the title of the OP.

But even here on this thread, we have a number of teachers breaking the law without repercussions. That somehow their 'professional opinion' is more important than the law.

Many of them think they have the moral high ground to do so, certainly in my ds' last 5 schools. I think it is fairly normalised in most schools so not the 'event' that it should be.

Like who? This person?
I have a child in my Year 6 class with a statement. He will be going onto a Special school in September next year-where he will be in a small class but with no one to one. His targets this year are to develop his coping strategies WITHOUT TA support, not possible if his 1:1 is a permanent fixture at his side so AT TIMES, she will work with other children in his group. Technically I am breaking the 1;1 rules whilst trying to meet the targets set for him.

Well yes, for one.

And the fact that he is going to secondary soon means that he is in even greater need of his statement to be adhered to as he is running out of time to gain as many of the skills as he will need as well as prepare for the transition.

The support is not only being removed at a time when it is most needed, it is breaking the law, and if not fully disclosed to his parents, underhandedly and denying them the right to remedy this through Judicial Review if they disagree with this 'professional judgement' that breaks the law.

And the fact that he is going to secondary soon means that he is in even greater need of his statement to be adhered to as he is running out of time to gain as many of the skills as he will need as well as prepare for the transition.
What about the skill of independence?

What about it?

I thought I was TALKING about the skill of independence!?

I posted the thread title as a question, much like a statement then, "Discuss".

It was an information generating exercise and I certainly found out lots...

Well presumably they felt he needed 121 support to work out how to develop those strategies. Otherwise he doesn't need 121 at all and he shouldn't have kept it on his statement, no?
Doesn't need it at all? That's not for you to judge. You don't know her pupil's circs and cant comment on what he should or shouldn't have on his statement.

If the statement says 1:1, it really doesn't matter whether a teacher thinks he needs it or not.

It is not for the teacher to make the judgement. The judgement has already been made by the people doing the in-depth and detailed assessment to which the teacher has contributed.

Still not getting the 'independence skill thing'.

Are you suggesting that children with SEN just learn it through osmosis and neglect?