School support meeting for my SEN child

[MummaLou95]

I have a meeting coming up with my child’s school Senco and need some advice regarding questions I should ask and how to get the best out of the meeting, as I don’t want to miss anything.

So basically, My child finally has an ASD diagnosis. 5 years ago while at infant school my child was on an IEP, 3 years ago he was taken off his IEP as his teacher didn’t support my child awaiting an ASD diagnosis and often said my child was “a boy who cried wolf” and would often say this to him. I was never aware my child had been taken off his IEP until last year and was promised by multiple teachers they would look into it. My child has been made to mask while at school (which previous teachers have said that’s fine) which causes extreme burnout after school and extreme distress before school. I have brought up multiple concerns to different teachers regarding his struggles one including struggles reading ect and asked for a dyslexia testing. This still hasn’t happened. He has been referred to the mental health by the school and it is the office staff having to deal with him most mornings until he is ready to go into class. After his parents evening last week, his new teacher has brought to my attention that he is very behind on English basically all in red and only a tad bit behind on maths. He is not on a single plan and his new teacher has also agreed a meeting with senco needs to happen asap. This has been arranged for next week. I am currently writing down things I want to bring up, I will be taking my child’s ASD diagnosis report with me as things have been suggested but wanting other people’s advice just incase I have missed anything. He is due to start high school in September and I worry if things don’t get put into place now, he’s struggles are just going to increase.

please could anyone advice

I’m glad that you are having a meeting and it’s good to go with a list of questions and concerns. It is the SENCO’s role to ensure that a child’s individual SEN is met by supporting and liaising with the class teacher.
He shouldn’t have had specific strategies or adjustments removed ( however these were recorded) because one teacher didn’t agree he needed any. Any plans should have been updated and reviewed regularly and shared with you.

When you say he’s been referred to “ mental health” is this someone in school or CAMHS? I would expect arrangements for managing his arrival at school to be recorded somewhere. Does he arrive at the same time as everyone else? He may be experiencing sensory overload or anxiety.

Ideally he needs an EP assessment to unpick his learning needs but school are unlikely to fund this now. Were you unaware of his academic levels previously or had there been regression?
I’d be asking for a one page profile to aid transition and ideally a meeting in school to discuss transition with the Secondary SENCO.

It is good that you have secured a diagnosis but school shouldn’t have needed this to meet his individual needs. He just has a “ label” to describe his individual needs. It does mean that school are legally bound to use best endeavours under the Equality Act to meet his individual needs.

The secondary SENCO may be able to outline what support or adjustments they can provide. You can request an EHCPNA as a parent but once at secondary due to timescales.

I’d be asking about SATs and any arrangements for supporting his anxiety.
Good luck with the meeting.

Thank you for replying, he has been referred to CAMHS, we are currently one the waiting list. Every morning is such a battle to get him dressed and out the door. Most of the time I am having to force him to get dressed and picking him up just to get out the house with him kicking and screaming at me. Most mornings he is late going to school, the office staff allow him to regulate in the office before going into class but other then the office staff there is no one else to support him. He wears ear loop defenders in class and his new teacher who has only just taken over the class has started to let him sit outside the classroom when he is struggling. In his ASD report it’s suggested an OT referral which I will be bringing up at the meeting.

when I have previously spoken to his other teachers at parents evening and after school reports they have all told me his is only just below where he should be but they were “supporting” him apparently. Whereas his new teacher has said differently and has helped me to get a meeting with senco asap with her also present. At his parents evening, his new teacher realised he had been put on too higher set of spellings by his previous teacher and his spelling test results were 2/50. She has said she will bring his spelling stage down to support him.

when I have previously brought up concerns to his teachers, pupil support and head teacher I have always got promises they would put things into place but these never happen and I am exhausted with constantly battling.

Really sounds like you haven’t had the right support and been given empty promises. Try to move on from where you are now. School have limited time to get things in place sadly but can support with a positive new start.

The OT report will be to look at Sensory Processing Disorder. Not all OTs are trained in this though.
You can google and will find plenty of information and videos on You Tube. The Brain Highways ones are good. Look at Proprioception and Vestibular.
Also look up Interoception Kelly Mahler has good videos and books.

Ask about the Post Diagnostic pathway and whether there are any follow up meetings with an Advisory teacher or Parent information sessions.
Look on the Local Offer for your LA.

If you aren’t happy at your meeting you can contact the Parent Partnership service in your area. They can support and advise you and attend meetings if required. Would be good to get them involved before secondary.

For home I’d look at what causes you the most stress/ difficulty right now and try to tackle that. For mornings for e.g.when calm have a discussion around what is so hard in the morning? Might be sensory needs around uniform, anxiety around school, tiredness etc.You can then look for strategies to support ( timers, timetables, music etc) Work towards being “ hands off”

In some areas, you can self refer to OT. Not all ICBs commission sensory OT on the NHS; check if your area does.

Take minutes. Follow up the meeting with an email so you have a paper trail as evidence should you require it at a later date.

Under the Children and Families Act 2014, the school must make their best endeavours to meet DS’s SEN. They must also make reasonable adjustments under the Equality Act.

Many schools do not assess for dyslexia now, I’m afraid.

You can request an EHCNA now. You don’t need to wait until secondary school. On their website, IPSEA has a model letter you can use.

Think about what would help ease transition in the morning. Would planning to arrive 10 minutes earlier or later via a quieter entrance help rather than happening to arrive then because that is when you manage to get DS there for? Same with leaving at the end of the day. It might not be possible without an EHCP, but can the school facilitate the same key worker meeting DS every morning? Does the school have a nurture group? Do they have anyone who runs drawing and talking intervention or who can support Zones of Regulation work? For the sensory issues, have they looked at placement within the classroom? Do they have anyone who runs sensory circuits? Have they thought about things like lunchtimes and the playground?

Ask if the primary school plans to speak to the secondary about an enhanced transition for DS. Speak to the secondary SENCO about this yourself, too.

MY DS is also in Yr 6, has dyslexia and anxiety leading to school avoidance (and has a CAMHS referral and had other support). His school have been fantastic though and have so much in place to support him i don't even know all of it (and much was done before he was added to the SEN register and given his IEP). Due to the difficulties getting him into school ( i can't physically force him in, and he would be a gibbering mess if i did !) , he is flexi-schooled 2 days a week. All schools can offer a part-time timetable (usually its meant to be a shorter term thing, but it may help/be a start) if this is feasible and helpful for you? School have offered for DS to come in earlier and play lego or whatever for 10 mins or something (not useful for my DS, but may help you) to ease transitions. DS has movement breaks during lessons so he doesn't have to sit for ages doing maths/english. They have 'pegs' in the class that they can put in different emotional 'pots' to show how they are feeling - the teacher/LSA can then see if the child is worried without having to ask them or them to say it aloud. School have offered opportunities for DS to do more 'helping' jobs -mostly to do with setting up for PE and things which he enjoys. He has different spellings to the rest of class, and does spellings and some other things in small groups with an LSA. The school also referred DS for art therapy with a local charity last year - there may be something similar near you? There is so much the school can do to help.

Our primary school SENCO (and I) will speak to the new SENCO at his secondary school once they are in post after easter, to try and make the transition as smooth as possible.

There aren't any quick solutions, but there are options they can try.