do we just assume SENCO has passed on info to year 7 staff?

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DD has various splds, none of which require support or intervention as although they impact her quite a bit, they don't impact anyone else and she is still achieving very well. Plus not entirely sure they can actually DO anything anyway.

SO transferring to secondary in september, I gave them a letter, handed to the SENCO in May and I requested if possible a brief meeting but although I did chase it nearer the end of term noone got back to me. Now I don't have a problem with this if they meet with DD at the start of term and reassure her the staff know. (one is a language disorder which could look like she is playing up in class if it comes up and I don't want her given a reputation from the start which is unfair - it isn't disruptive but it would be embarrasing for her anyway). But what do we do if noone speaks to her about it? I have been just assuming they will do so in the first few days whilst settling everyone in. They seemed very helpful when we went to the induction stuff etc. If I was to print a little note briefly outlining the two things that could affect class work (and potentially get her into trouble for things she can't control) which she could carry around with her would that be ok? She could then speak to her different teachers quietly and show them it just to check they are aware? or is that a bad idea? She is getting a bit stressed about it and I have assured her it will be fine but in reality I am starting to feel quite anxious about it myself. doesn't help one of them is a rare condition they might never have come across and which they are unlikely to understand.

Sorry to be clear- the SENCO I refer to here is the secondary school one, I wasn't expecting primary to hand it over.

I’d assume nothing, tbh. Secondary teachers will be getting to grips with hundreds of new kids and the ones that they are likely to remember the info for in the first few weeks are the ones who have EHCPs, who aren’t doing well, who need intervention and support and are likely to kick off if things go wrong.

You don’t say how your DD’s difficulties present which makes it harder to say whether there would be an issue. If you think it would reassure your DD then giving her a note to present to the teacher if necessary might be an idea, but that can be quite difficult for a Y7 to do. I would suggest emailing her form tutor with your main concerns a few days into term and ask them to forward it on to her subject teachers. E.g. ‘DD has hearing issues, please can you ensure she is sat at the front in your seating plan’.

As teachers in my school we are given information like this however as pp has said - I will likely be teaching 200+ new students in September so although I will have read it I might forget every now and again.

Best thing to do would be to email her Form Tutor at the start of the year, or if you know how the email system works (usually easy to work out) you could email her teachers directly.

thank you - I will email her tutor then once they are there and I find out her email address. I don't want to say too much on here as with it being rare it would potentially make her quite identifiable from this post. thanks for the advice both of you

As a parent I would say don't rely on all information like this being given to every teacher. As above - they are very busy & information doesn't always get through / or so much information for teachers to deal with could get lost. After DS diagnosis it became obvious this had not been passed on so may be something to mention at parents' evening as well as other suggestions above if you think has got lost somewhere. But get it down pat - so you can explain succinctly in the short time with her teachers.

Agree with noble. I was hoy for years. 300 plus kids

Send another email to hoy at end of August. Nicely phrased.

thank you. yes I realise they cant keep track of it which is why I wanted to give DD the control in a way of telling them herself. thanks everyone.