SEN plans

[Rose2010]

My son is 6yrs old in year 2 and he is not meeting the targets in reading/phonics and maths.
The school have completed a SEN plan for him and he has support in school and dedicated teaching assistant time to help him. I’m happy he is getting additional support but I’m worried that the school is seeing something different to myself and his dad.
We knew he was a bit behind where his two older siblings were at that age, who are in Year 5 & 6 and achieving or exceeding in every area. But I didn’t think it was as big of an issue as the school seem to be making it very formal.
He has developed a lot in the past few months and at home we have been working more with him and noticing his reading is much better than it was, we also think it may be a lot to do with confidence as once he realises he can do something he will engage much more, whereas if he finds something difficult he won’t ask for help and gets frustrated.
Is this standard practice for schools to put a SEN plan in place quite quickly and has anyone been in the same position at this age, but their children simply catch up to others in the class over the next year or two?
He is very bright and has a fantastic vocabulary, he has no issues with making friends/ social ability. His behaviour is fine and he behaves well at home (most of the time) and at school.

We are stressed so much about it wondering if something is wrong or it’s just standard and good he is getting support, and I’m sad because when I asked him what he had done at school today, he told me he had been working with a different TA as the one that usually helps him was busy with another child that’s also not very good at things :-(

The school have completed a SEN plan for him and he has support in school and dedicated teaching assistant time to help him. I’m happy he is getting additional support but I’m worried that the school is seeing something different to myself and his dad.
We knew he was a bit behind where his two older siblings were at that age, who are in Year 5 & 6 and achieving or exceeding in every area. But I didn’t think it was as big of an issue as the school seem to be making it very formal.
He has developed a lot in the past few months and at home we have been working more with him and noticing his reading is much better than it was, we also think it may be a lot to do with confidence as once he realises he can do something he will engage much more, whereas if he finds something difficult he won’t ask for help and gets frustrated.
Is this standard practice for schools to put a SEN plan in place quite quickly and has anyone been in the same position at this age, but their children simply catch up to others in the class over the next year or two?
He is very bright and has a fantastic vocabulary, he has no issues with making friends/ social ability. His behaviour is fine and he behaves well at home (most of the time) and at school.

We are stressed so much about it wondering if something is wrong or it’s just standard and good he is getting support, and I’m sad because when I asked him what he had done at school today, he told me he had been working with a different TA as the one that usually helps him was busy with another child that’s also not very good at things :-(

It's not uncommon for children to display different skills and behaviours at school compared to at home. School is a very different environment.

Many parents have to fight long and hard for school to provide support. If the school have put in place 1:1 time they think DS needs it. You say it is quite quickly but he's already done 2 years.

Thank you for replying, I can’t fault the school in putting measures in place and know we are fortunate that the school can provide this,
He wasn’t particularly behind in his first year, it was once he moved into Yr2 the teacher seemed much more comfortable concerned.
I think I’m wondering if children of this age often catch up and if anyone has experience of this or if it’s likely that he may have a long term learning disability if the school have gone down this route. I have asked the teacher her thoughts on it but she said it was too early to tell

Statistically speaking children who don't meet ARE early on in their school career are more likely to remain behind. However, that is purely at a cohort level, there are children who do catch up. Even if DS does has additional needs with the right support he can make progress and potentially catch up. And SEN doesn't necessarily mean learning disability, which has a medical definition.