My child being placed with immediate effect on Reduced Timetable (Reception)

[breakingdads]

Hi,

Would like anyone who has experience with primary / reception education to help if possible. My child is in reception (he is the youngest in the year - in fact, born 2 days later would probably be starting this coming September). He has been in nursery and pre-school care full time since 2 without any problems, in fact glowing reports which eased my worries of him entering reception this past September. However in the last 3 months, apparantly, he has started to have some problems in class, with concentration, being tired, territorial etc which have resulted in some aggressive acts - hitting out. I have had this flagged up twice, but the school have said they have been able to deal with it. However last week, we got a call to say that he had injured a teacher and for this reason, he will be put on a reduced timetable with immediate effect. Obviously this has had a major impact on how we manage things with him not being in class at all now 5 mornings a week. Since it has happened I have found out that the incident seemed more accidental than premeditated (he had fallen asleep and the teacher had woke him up, which startled him and he jumped off the chair indavertently onto her hand which was on the floor). Now in the conversations I initially had, I was in absolute shock as I was being told "my child had broken a staff members arm) so was apologising profusely, to the point that I was just agreeing to everything they said. However as the matters sinks in, I am starting to wonder if the way they have acted is a)lawful b)ethical and c) in the best interest of my child. At this point in time, I have had no written information about his behaviour in class which has resulted in this reduced timetable, I have had no information on what they plan to do going forward, no plan etc I have signed nothing saying that my child can go to a reduced timetable. Literally just been told he can't come in anymore in the mornings - deal with it. I've just accepted things and muddled my way through this week. Obviously a solution could be that we have to continue with the reduced timetable and look at deferring him till this coming September. However all feedback received from the reception teacher is that he is managing his school work well, its just that he is not coping emotionally with the reception class. I've been told that with a class of 30 he can't expect to get any personal treatment, but the more I am reading about this - it seems there is an obligation for the school to look at every possible way of keeping a child in class and integrating them which doesn't seem to have happened. His behaviour with me is absolutely spot on so I am also trying to work out what is triggering his so called behaviour in class ( which again seems to be unrecorded and anecdotal at best ). If anyone has any constructive advice it would be much appreciated, as I feel I have agreed to something under "the fog" of being made to feel guilty on something that myself and child shouldnt really have been made to feel guilty of. Muddling through this week, but very difficult when full time working at the same time. My child hasn't got a clue what is happening, just keeps on asking when they can go back into school. Thanks again.

As far as I am aware, I am secondary so happy to be told different, a reduced timetable is legal but in our area it cannot be done for behaviour reasons but to support. It is also for a fixed period of time. It should be done with parents as they need to sign the paperwork and a checklist needs to be complete to safeguard the child.

It's heartbreaking to be honest, like I say even with rose tinted glasses I never saw this coming as he is fine at home, and all feedback at nursery and pre-school (ironically the pre-school is attached to the school) was that he would have no problem transitioning. He just wants to go school, he's never even mentioned about any incidents at school - in fact he looks forward to going in.

It's very poor from the school to be honest. My ds had some anger/frustration issues due to other reasons back in reception. He would lash out a bit sometimes with others but also hurt himself a lot too, out of sheer frustration. He was generally fine at home, but by no means perfect. The school spoke to me and had a play therapist spend some time with him each week, basically helping him to find other ways of expressing or releasing his frustration in non-harmful ways. It was really helpful.

probably sounds a but random, but he had a swimming noodle at home and he could use that to wallop his bed when he wasn't coping. At school he had a phone book that he could drop on the floor and things like that, which he did with the therapist. It really helped him get over that "stage" without hurting himself or anyone else. It gave him a strategy of how to deal with his feelings. About 4mths later he didn't need the noodle, the phone book or anything else...he sort of just emerged out the other side.

My ds was never excluded or made to feel that he was "bad, naughty" etc. The school helped to give him the tools to get past it, that's what your child needs here. Not to be punished like this!

I'm glad you have come out the other side of this, it's just difficult trying to navigate the system - when this gets dropped on you. I agree the more I read about this, the school should have exhausted all options in terms of getting him to integrate into reception, feels like it was a knee jerk reaction. Hence why I don't think procedures I have been followed.

They are trying to off roll him

Wow you sound charming!

My summer born fell asleep regularly in reception, the school were very used to it, with the deputy child being a regular napper!

Part time timetables should only be used if all parties agree and as a short term measure. As your child isn't compulsory school age the law is a bit murky, but the school can wander into discrimination areas by treating him unfavourably to his peers.

The biggest issue with reduced timetables is when there is a failure to prepare to reintegrate to full-time. I would consider informing the school he'll be returning full-time after Easter. If they believe there are serious issues to be addressed then they need to seek help from outside agencies and the LA.

First of all he is very young so you could withdraw him and restart next September. You also need to get a meeting with the Senco asap to discuss exactly what their plans are moving forward.

My daughter is also born in late August and she's in Reception too.
I can't see her falling asleep at school.

I think mine did once - but she and summer DS did come home really tried despite early bedtimes. D2 slightly younger than DS in year managed fine - she does seem to have fewer sensory issues than older two.

I doesn't sound correct legally - but reduce timetables can be a thing but like other's here I'd be worried about him staying at the school long term.

I not sure who to suggest pursuing the matter with - local authority maybe - not sure but I would be trying to get him back to normal lessons or having good reasons why he's not full time and a well thought though plan to get him back and caught up.

Why are you “guessing” when it clearly says “he” throughout the OP.

Hi

No his bedtime starts at 7.30 and I would say he is asleep by 8 to 8.15. He doesn't nap at weekends - and can sleep 10-14hrs straight through. He has had a heavy cold over the last month or so, but I guess most children have. Health wise he seems full of beans and is very sociable. Obviously starting him back in reception in September ( I believe ) is an option, and may be for the best. My original reason for posting was to seek clarification on how the school are dealing with this as reception and him not being 5 yet seem to make things "murky"

I would ask for a further meeting to clarify what is going on. This doesn't sound like it is being handled correctly, or you have been given the full information.

1. Ask them to demonstrate what actually happened, I can't picture how the managed to stand on a teachers arm if he was sat on a chair and she went to wake him, how was her arm on the floor?
2. Ask them to clarify if this part time arrangement is due to behaviour or if they think he isn't coping due to tiredness. To be honest if he is falling asleep surely mornings would be better anyway?
3. Ask them to clarify what behaviours have occurred and what measures they have already taken. What do they think the cause of the behaviour is because this should be investigated, have the involved the Sendco?

All children should be in some form of full time education by the time they get to reception age. Unless you decide to homeschool.
The school are not allowed to exclude him. They have to find an alternative arrangement.
He will miss out hugely not just learning but also making friends .
I would go back to the school about this and insist he’s there all day.

Or/ and email your MP
Or / and investigate another school.

One thing I would do would be to set a meeting with the head and ask for The Senco (Alnco) to attend. I would ask for a clear representation of the incident and tell them it’s so that you have a better understanding of said incident. I would then address the ‘not coping emotionally’ in class and the fact that you’ve not had any interactions from the class teacher suggesting this up until this point. I would ask the Senco (Alnco), this… ‘If my child has been identified as not coping in the classroom setting, what is being put in place (and the next bit are the key words) that are additional to and different from other students?’
The point here is that some learners need a differentiated approach to a lesson so that they are supported to learn. The school has a duty of care to put this in place and inform the parent. To exclude a pupil is not offering ‘additional to and different from’ other students and I would personally question whether this exclusion ( because that is what it is) is a legal one. Your local Education Authority will be able to tell you if the exclusion is legal.
The first step though is a meeting with the head to get to the bottom of it. After all, I’m certain you would accept any support for your dc but from your post, it doesn’t appear that it’s been offered.

If this is due to behaviour then it's illegal. They can exclude children with SEN but it should be formally documented and the reasons why and how they break the behaviour policy clearly stated. They should also be looking at support.
If it's because he can't cope with a full day then I'm not sure what the law is (especially as he's not CSA), but doing afternoons sounds odd. He'd be less tired in the morning, and most schools do the core subjects then.
My summer born DS occasionally fell asleep in reception, the teacher said it was relatively common and she wouldn't usually wake them unless it was home time. It was rare but he did need a really early bedtime (sometimes as early as 6) as did my DD so 8 does seem a little late.

I’m not sure this is very helpful; children are all different. My two - boy and girl - are both late-summer born, my son found school way more tiring than my daughter who is, by nature, a much less tired child.
I sometimes work in Reception and there are children who get very tired!
Anecdotally, having known children born in late August who have been kept back a year, they do seem to flourish when they do start school. My Y5 son still seems younger emotionally than many of his year group and I often wonder if we should have kept him back a year!

If this is an accurate version of events, this sounds like it’s bordering on an illegal exclusion. There should be a paper trail and an agreement about when he can return. The school can’t just exclude someone willy nilly! If this is what they have done, I would be looking to move schools anyway. Sounds like a mess!

If you can take him out and re-start (elsewhere) in Sept I would. We moved halfway through reception to Scotland and DS went to nursery for a few months before starting school in August. While he was coping ok-ish in Reception the difference when he started again at 5 and a half compared to 4 and a half was huge.

There's no legal requirement for a child to attend school until their 5th birthday. You can apply for a place, but not send them in until they turn 5. As PP's son is summer born, he is only 4. Therefore, I'm not entirely sure this is illegal on the school's part- he doesn't have to be at school at all yet, so half days is still more than 'legally required.'

However, it still seems like a very extreme response that doesn't necessarily correlate with the behaviour concerns.

I think if he is falling asleep regularly in school a reduced time table makes sense so he is not over tired.

I am starting to wonder if the way they have acted is a)lawful b)ethical and c) in the best interest of my child.

Your son is struggling.
I think putting him on a reduced timetable is the best thing they could have done.

When a child is violent in my school (SEND) they are suspended for a couple of days and then brought back in on a reduced timetable.

Children are not violent or disruptive for no reason and a full day is too much for him right now so instead of putting so much pressure on him it’s a great idea to just ease off and reduce that pressure.

You do need to have a meeting with the school though and find out how long it’s for, whether you should restart in September, what things they’re putting in place to help him etc.

This is what I am trying to understand, because he is under 5 and legally does not have to start school yet, have the school made the decision because they can legally their hands of this??

*wash their hands

That legal requirement is a requirement of the parents though. If the school’s offer is a full time place in the September after the fourth birthday (as is usual in England) then every child is entitled to access that full time place. They can’t be treated less favourably because of their individual needs. That’s what makes it an illegal exclusion.