Year four child with year one targets

[TheresAnOliveOnMyPizza]

What sort of support would you be expecting?
Apparently passed teacher assessed SATS in year two (Although on the mocks was getting about 3/30)
Year three they were about five phases behind.
Reading has now caught up but writes numbers the wrong way and has full stops and capital letters as a target (which when questioned, is a year one target).
I asked if progress had been made through year three in terms of closing the gap but then teachwr did not have this information. Nor couldn’t they tell me where they started the year.
Was told dc would never meet ARE with a year one target (fair enough)
Child works well with success criteria listed and will do everything on the list and I suggested that the full stop sign and capitals be put on the list but not sure if this will happen and Tim would need to Ben in non scaffolded work anyway as well.

Should child be receiving extra help or is this nothing to worry about as School seems to think? (I directly asked isn’t there might be ‘anything’ going by butnwas tild nonsigna if anything being wrong)

Apologies for typos! On my break at work outside freezing fingers!

Anyone?

I’m surprised you haven’t received a response yet. I’m merely a parent of a Y3 child so hopefully someone with more experience will come along soon, but it certainly sounds like the school ought to give you some more answers.

I think you’re right to question the validity of the Y2 SATS results. If your DC was barely accessing the practice papers in Y2, yet the teacher says they passed them all, I’d want to know more about this. What were the child’s actual scores in the tests? Did the child receive extra time, or have someone sit with them during the tests? If the child didn’t achieve the pass mark in any of the tests, what evidence has the teacher recorded during the year to demonstrate that the child did achieve the required standard in independent work during the year?

What was Y3 like? Reports, parents’ evenings? It feels as though a year has been lost during which these questions would more easily have been asked.

Hopefully someone else will come along with a bit more advice. Best of luck.

If they are 3 years behind that would indicate a significant SEND. Have you requested an EHCP? What do they say is the learning issue?

The child is not three years behind across the board so apparently that’s is ok. The school can’t see an issue. I specifically asked if there wa something going on.
I was told in October year three that they were behind and wouldn’t reach ARE. I have no documentation of additional help.
I mildly hinted that as sibling has ASD there could be an issue as we think there may be but got a comment that “x eye contact and social skills are on a par with their peers” -Despite there being clear signs at home such as flapping, toe walking when younger, limited play skills, won’t look at people they talk to, limited friendships.
So we had decided to leave it until they reach secondary butnseeing a year one target in black and white has shocked me into action again.
I did question the passing of SATS but was told it was teacher assessed.
When I asked for a plan Re the reversed numbers and full tips/capitals I was told they may see if there is a slot with the TA to work on it.
We will not get an EHCP. Even sibling with diagnosed needs did not get one.
My friend has a child with diagnosed autism and School raised numerous records of concern about FII with social services. As far as I am aware within the SEN parents, there is only ONE child in the school with an EHCP. All other have been ‘managed out’ according to their parents. Friends child with dx - that year on the government SATS fornyear six report online lists 0 SEN in that year.
I can’t change schools, there are no places. So I have to raise it a way that doesn’t get their backs up but my child receives the help they need.

Are you in Somerset? Just wondering as I am and have dc's with Sen and all this seems horribly familiar.

I do find that some professionals will downplay children's SEN, and say that the parents are making it up, depressed or incapable as the child is "fine in school".

I also find that getting help that costs money is like getting blood out of a stone. But you probably know all this from having a child who has autism.

In an ideal world I would expect your dc to either be in a SEN school or mainstream with an ehcp. However because of cuts, realistically I would expect your dc to be getting what my dc's school calls SEN+ funding but is probably called different things in different places.

I don’t have a list of interventions so I don’t think there is any. I read somewhere thepatent has to be notified of the child goes on the Sen register and wave intervention so as I haven’t been told I assume not.

Not Somerset.

Does it matter if it isn’t across the board three years behind? Actually, isn’t it worse if it is only a few as it would indicate a spiky profile!

Can you say where the deficit is?

Reading
Writing
Maths
Spelling
Speech
Listening and speaking

What's his levels?

Ok you need to look on internet/facebook for the Operation Diversity page. There are lots of experts and parents to talk to with regards EHCP’s, testing for autism and supporting parents access the support the child is entitled too.

Why does the child with identified autism not have an EHCP

I think the fact that he has a writing target that is at a lower level than his age group could mean a couple of different things.

One - and it wouldn't be uncommon - is 'Does lots of things that are really good, and in line with actual age expectations, but still makes capital letter and full stop errors. If the child could sort out just that one weakness, then their writing would make a huge leap forward.'

Another - which would indicate a significant SEN - is 'Is working towards Year 1 objectives across the board in writing, so we have picked one of the Year 1 objectives to be their initial target. Once they have crackled that, then we will move on to another year 1 target. If they keep meeting those Year 1 targets, then their writing will gradually move up to Year 1 level'.

The first would require some specific teaching / reminding / nagging / extra exercises in class. The second would indicate a need for significant extra support and SENCo input.

Nearly ALL the children in my year 3 class have capital letters and full stops as a target.

At the end of year 4, DS2 was working at Year 1 level for reading and writing and his maths was working at Year 2. He is severely dyslexic and at a specialist school. His understanding of the world and anything that he accesses without reading or writing is age appropriate.

I would think your DS would be getting extra help at least.