Shocked at school report what to do now ?

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My son is 8 and started a year school in Sept die to a house move and went into year3. He struggled at first acting up and I was called into school twice but it was decided that it was just the transition he found difficult and no further action was required.

I got his report in July and he got the lowest possible mark for behaviour and effort on asking for a meeting to discuss this the teacher announce his eaviour has been bad all year, they believe he has ASD or ADD she even went as far as to say some children are wired differently and are not made for mainstream school.

I was fuming that this hadn't been brought to my attention earlier. He has no IEP or targets he does coworker with senco as he struggles academically but that is it.
I asked for them to write there concerns down so I could go to the doctors which I have done and I have been referred to a paediatrician.

My question is when he goes back in Sept what support is available,e to him. He has been left to apparently wonder round the class room, be in his own agenda for a year for fear of him having a 'tantrum'. I want to go back fully informed of all possible resources so I can make sure he gets all the help he can.

Ive attached letter they wrote to the doctors for me.

Have you noticed anything similar at school?

Have you met the senco at school?

Are you sure you want that letter with your DS's name on it on a public web space?

I would ask for a meeting with DS's new class teacher and the SENCo ASAP to discuss the support that can be put into place for him at school and to plan how you can all work together to support him- including what referrals will be made (e.g. to Ed Psych).

So you got this report in July and have been fuming about it for a whole month and now you decide to post a picture with your son's name etc on a website that has recently been hacked?

O....k then.

Did he attend a school in years R-2? Did they have similar concerns?

It sounds like they are suggesting he will need additional support to manage in a mainstream school.

What are his academic abilities? It sounds like he is a competent reader?

He attended school r-2 and they had concerns with his attention but never with his behaviour.

I've spent the last month sorting out with referral to paediatrician and as the time he returns to school gets nearer I'm now concentrating on what can be done there to assist him.

I have always thought of my son as quirky, I just thought he was different no one has ever said to me before his behaviour may be symptoms.
He struggles socially makes friends but then loses them due to invading personal space wanting to dictate and control play.
Doesn't and never has played with toys
Tantrums
Aversion to certain noise. .
It's lots of little things but I'm not sure if they add up to anything or whether he just is different. I think half the stuff he does I don't see because to me he is just my son and that's what his always done.

I've had 2 meetings with the senco and he goes to see her once a day to work in a small group.

His reading has improved a lot this year though still behind and his English and maths is significantly behind.

For the peads appointment write down all of your concerns and take the list with you even if they seem little.

I would arrange to go and see the head teacher to ask them why there has been no contact with yourself over what are clearly issues both for the school and yourself. To have been allowed to roam the classroom for fear of a tantrum is simply unacceptable.
The reason for going to the head teacher is that the "issue" must have bee passed onto the new teacher for this academic year. You need to know what this teacher is going to do (will they let him roam the classroom for instance) and what the SENCO is going to put in place with the teacher to ensure that your child starts to make at least expected progress if not better in the next 12 months.

You need to ask them whether he is on SEN Support, and if so precisely what support is in place; also whether they have requested advice from the educational psychologist or others. Ask them whether they think they should ask for an Education Health and Care Plan.

You should have been informed in 1st term and updated at least 1 each term. As far as waiting till now - you would not have been able to get anyone at school during the holidays. Make an appointment asap with the head teacher and this year's teacher and the support person. If you feel that you need support to represent your son's needs adequately, see if the doctor can recommend an educational psychologist to go over this list with you and come to the school meeting.

It is completely unacceptable that you have not been made aware of any of these issues and that the first you knew was when you received the letter. You need to make an appointment with the Head to question why this is as school procedure, dictated by the SEN Code of Practice, has not been followed. After that, you need to ask what support has been put in place and then have regular meeting with the class teacher and SENCo.

Goodness! Sounds like my ds. He has aspergers and adhd but I am NOT saying your da does. Just that they sound similar. Book an appointment asap ( most teachers go back the day before kids so try ringing then) with the SENCO and head.

Have you noticed him not complying, being obsessed with something ... like a book? Does this sound like your son at home? ....

I think that is a spectacularly unhelpful report. Fair enough if you had asked for a list of typical behaviour at school so that you could discuss it/talk to paed/GP etc but this just reads like a list of complaints.
Your DS may well have some behaviour problems. You don't sound as if you are in denial about what your DS is like, but it doesn't seem that the school is in any way geared up for dealing with a child who may have some additional needs. Some of those behaviours mentioned might indicate a condition worth considering with appropriate professionals, but they shouldn't be waiting till report time to communicate all this. I would ask for a HT appointment too.

I would be seriously considering moving schools. They have spectacularly failed in communicating with you or adequately supporting your DS, IMO.

To be fair, that letter is written to go to the paed, following a conversation with the Op.
Meeting with the new class teacher, ask what the plan is, book a review for one month in would be my advice

And it appears there have been two meetings with the SENCO (1 each term?as required?) and that he has received daily support which the OP is fully aware of?
The report to the paediatrician will be blunt and to the point. There is no point in "sugar coating" and risk concerns being dismissed by the paed.

Erm biscuit I don't think this is the report but in fact the list of concerns that OP asked them to write down. We would normally send this directly to the GP and as mrz said it would be to the point. I would however have had many conversations with the parents leading up to that point.

To the GP and don't worry too much.
I recognise some of those things from my own ASD-ness and from my experience as a pupil. Girl HFAs are usually more compliant with authority but the reading, being engrossed, having his own agenda, ignores adult instructions, zones out, misplaces kit, zones out, won't do things he can't see the sense of, rigid when challenged, ... all very familiar. Actually, I'm beginning to understand why some of my teachers found me an interesting case.

How old is he? Is he like this at home? Have you asked him why he is being so defiant or is he unaware of concerns?

I laughed when I read the line about reading. That was/is me. If it is within arms reach I will read it and I will zone out the rest of the world.

At school (decades ago) I was just thought of as 'in need of more' and was supplied with more of everything at all times - more books, more maths, more of whatever it took to keep me occupied and polite. These days I suspect I may have had a label attached.

OP is he clumsy? I only ask because my son's headteacher contacted me when DS (now 10) had had falls in the playground on 2 consecutive says. He'd been flagged up as particularly clumsy but had just put it down to that - being clumsy. Anyway, long story short, somewhere along the lines, dyspraxia was mentioned, led to a GP referral, school nurse involved etc.

Alot of the points the school has written down come within "signs" of dyspraxia and dyspraxic children often have a higher tendency to be (often at the lower levels) of the autistic spectrum. I'm not trying to worry you, and often its a case of ruling things out as well as identifying possible causes. Good luck.

In a first instance I think that before sending this report to you or providing you with it you should have been contacted prior and made aware of the problem from the school (class teacher). One of my DD tutors said to me in year 2 that she might be dyslexic and I phoned her school and requested for an assessment. Then I slept on it and thought it is my fault as DH and I are working full time and ask her to study after 6pm when she has lost concentration already and has 0 motivation. I started monitoring DD myself and was 100% sure that if she is not tired she is performing quite well. Then her class teacher contacted me and said that she does not think that DD is dyslexic and that she does not find the need for the senco to be contacted. I have a friend who is a senco and spoke to her and she eliminated the idea of this.
Please do speak with an independent specialist before taking this report for 100% true, regardless the fact that my case is something different.

Another friend of mine had a not very positive report from her DS's primary school as he was unsociable and very quiet and was refusing to do many of the tasks at school. She was in shock and very ashamed (not that one has to be) and was really determined to tackle the problem with DS's low performance. She was tutoring him herself in addition with some private tutoring. The boy now is in second year in one the of best London's grammar schools.

The report is for an independent expert detailing the issues seen in school