How to tackle school over handling of support for speech disorder

[halfwayupthehill]

D s will be young four when he starts reception in sept. He has a speech disorder so his speech is very hard to understand and the salt thinks his brain cannot hear the difference between sounds so he will need additional salt support in school plus some adaptation of curriculum.
Transition meeting seemed to go well with all the right things being said including that thought would be given to putting him with the right teacher. Just found out he is with the Nq and the parallel class is with a job share between the asst head and an experienced teacher.
When I queried this, I was told they wanted him to have the same teacher. Ideally, I wd agree but not if that means an Nq over two experienced teachers.
Then the school said the Nq would have support from the sensory teacher. I checked with his salt..he does not have sensory issues and this has never been mentioned in any of the documents we have provided.
I feel like they haven't a clue about how to support him and I want him moved to the class with the more experienced teachers now.
It is an academy. No details on website about governors. Can I complain to the l a?

yes, ds has a foot in every area! I just can't see which area the issues I am talking about fit?!

Sorry for going off on a tangent!

I get what you mean Hazey and I'm sure you have extensive knowledge raising that scrumptiously gorgeous Hazeyboy of yours.

Thankyou Youare, he is a bit lovely.

In September I start a pt job working as a 1-1 at a preschool - it is interesting seeing it all from the other side, I hope that my experience will be useful.

Ok, update..follow up email from school said
"I am sorry I may have misled you with the term sensory support. In this case it is referring to hearing, speech and related learning issues only. The teacher we are referring to is coming in every two weeks to monitor and set targets related to hearing and speech."
So maybe that is ok.
100 per cent of the teachers will be new to the school. The parallel reception teachers will be new but experienced.
Wd ofsted be interested in 100 per cent turnover?

How many classes at this school?
Maybe it's different at our school, but the NQTs aren't untried & untested at all. They've had a fair amount of practical experience before let loose on own class. They have limitless patience and more energy & creativity (in finding solutions) compared to the more experienced teachers (ime).

One teacher now strikes me as snappy, intolerant, rigid & impatient. The same teacher struck me as kind, patient, deeply caring & creative 7 yrs ago, when she was a NQT.

I worried about having an NQT last year (the previous teacher of that class had been an NQT who didn't do well and left) however our teacher has been awesome. No idea how but she managed to give them all individual attention and worked really thoughtfully. I think I would maybe now choose youthful enthusiasm over experience after this experience. See how it goes and then step in if you need to? Schedule another meeting for halfway through the half term? Good luck

An NQT by definition is a newly qualified teacher so the tried and tested and experienced bit is a stretch. The key word however is qualified ...

100 % at 2 form entry! So 14 new teachers and no existing staff?, what do the governors say?

I would take an NQT over a job share with an assistant head any day. It is right that constistency is needed when dealing with issues like your son has. My DS also started school with a speech disorder (in that his speech was extremely difficult to understand) - consistency was very important for him. In actual fact he had the SENCO as his teacher which I though was great at first but in reality he got little support from school and we did it all out of school ourselves alongside SALT.
It sounds to me like this school are very much on top of things and have already considered how they are going to support your son which I would have been happy with.
My husband is an assistant head an is constantly being pulled away from class to deal with one thing or another.

What support is the school offering? How much SALT? Any 1-2-1 time or just fortnightly 'monitoring' by a peripatetic specialist? Who is going to do the SALT suggested interventions? (it won't be the teacher). What are your ds problems? You mention possible auditory processing so not just clarity of speech.

My ds attends a language unit but before he was offered a place there we were insisting on 1-2-1 and small group support, weekly hourly individual SALT, social support etc. tbh we were a lot less focused on the teacher although she had attended a 2-day course in communication put on by the NHS SALT for teachers/schools...