Worried mainstream secondary still is not meeting my child's EHCP needs

[HarveyLouis]

DC has EHCP in place, mainstream secondary school. Diagnosed with dyslexia, ADHD, dysgraphia and dyscalculia. They are now in y10 and I feel so deflated that the school still don't really seem to "get" my child.

Just had parents evening, 5 min online appts. All very positive, joins in well in class, works hard, nothing to worry about... any questions? 3 2 1, next teacher appears. But what about the lack of notes from lessons, the constant worksheets they are given which can't be typed on, the mountain of loose sheets of paper that are supposed to be glued in but are left screwed up in the school bag. They just need to write a bit more... They just need to revise all the topics. The 1 GCSE with an NEA, they have scored a 7 for that part but a 2 in the exam part, in a mock after Easter.

They use a laptop, like most lessons but won't do homework unless nagged constantly and all I seem to do is ask them about homework. I try to help but get told they don't need help. Seem to be on track for 2s and 3s in all GCSEs but i feel they are capable of so much more, if only there was another way of teaching / supporting them.

The SENCO is ok, but the teachers don't really seem to follow the EHCP, it feels like as all seems ok, they use a laptop, answer questions, then all is ok. Nearly all the teachers said how they perform well verbally but this is not reflected in wrtten work. Homework is often peer marked so the teacher isn't checking it.

Not sure what i want to say really, apart from I'm so worried. I am constantly arguing with DC about homework but I know that they learn by talking about things, doing quizzes, mindmaps. Basically doing revision together, short sessions but they don't want to do that any more. They have extra sessions at school for the core subjects but I feel this isn't enough, or rather not the right type of help. DC seems to think they will pass all their subjects and if I try to say they need to do some revision to keep on track, make sure all will be ok, they get offended and upset. Any excuse not to do homework, although they do it eventually but no feedback is ever given.

It is basically a constant worry.

What is on the EHCP specifically, that you believe they aren’t following? It sounds as though the laptop is a normal way of working, so that should be helpful for exams.
Are the core subject extra sessions in place of a GCSE option?

Can you ask for a meeting with the SENCo and reiterate the specific things on the EHCP specifically that are not being followed by subject teachers, particularly to do with written work, notes and organisation. Arrangements for extra time, reader, scribe, rest breaks etc, need to be applied for in advance, so that’s something to check on with the SENCo too.

EHCP states copies of notes will be provided, adjusted homework, extra time, use of laptop, structured tasks, prompts, scaffolding, amount of reading should be reduced.

Its the general feel that she gets through the lessons but the teachers are not really noticing that there are underlying issues. One teacher said they go through homework and tests and correct using green pen so they should all have the correct answers. My DC doesn't do this, if they did it would be illegible. The teacher didn't realise this isn't happening though. They don't seem to notice and are not aware of what help she actually needs.

Another teacher said it would help if I helped her learn the theory side of the course. Fair enough but I can't do that properly for all subjects.

I wish there were vocational GCSEs or more modular courses where you can achieve a pass at each stage and then move on. I realise things like BTECs are probably like this but she will probably have to fail GCSES to get to the text stage which is not great for self esteem.

If those things aren’t happening, the SENCo needs to facilitate them with subject teachers. It’s possible to reduce the amount of written work, provide answers for corrections, structure the tasks, prompts and scaffolding, so that’s needs reiterating.

You do need to remind the SENCo about access arrangements for exams though. She already uses a laptop as a normal way of working, but extra time requires evidence that it makes a difference to outcomes, rest breaks etc. The EHCP is evidence that it’s needed, but make sure you have the AR before exam concessions must be submitted, which is usually in the spring term of year 11.

Is there a plan for college post 16. There are courses that accept grades less than 4 and can then be followed by higher levels, but you’d need to speak to colleges about their offer.

If the provision currently in the EHCP isn’t being provided, speak to the SENCO and the LA. The LA is ultimately responsible for ensuring the provision is provided, and it can be enforced if necessary. However, enforcement is only possible if the provision is detailed, specified and quantified. If the wording is vague and woolly, it can’t be enforced and needs improving.

Do you have the teachers’ email addresses? Have you requested to speak to them outside of parents' evening?

How many GCSE subjects is DC sitting? Can you look at dropping another one or more in favour of using the time to support other subjects, homework, executive functioning support, and study skills support? Is DC doing all GCSEs or are some other qualifications?

If there is a significant gap between DC’s verbal ability and written work, have they tried assistive technology like speech to text software? What is DC’s work like when someone scribes for them?
For homework, can you cut down to only certain subjects and only certain tasks? Is there a homework club? Some DC don’t do any homework.

GCSE grades 2 and 3 are level 1 passes.

What does DC want to do post 16?

Rest breaks don’t need applying for. It is a centre delegated EAA.

It also sounds like you need an early review of the EHCP because it sounds like the EHCP needs improving.

This isn't directly what you asked about, but the notes my DD1 did in class were pointless for revision purposes.

The CGP books for science are excellent. You can do all the revision off them, ignore class notes.

The CGP book for maths are great at showing you what the content is and what grade level. you can then practice from past papers or the CGP work books.

For both the above get the tier and board required.

English Language is tricky. You need to have clearly written down what is required for each question on both papers. e.g. Q2 is about XXX. Take 8 minutes. Write 4 paragraphs structured ..... Again you need to know the board.

Eng Lit is themes and characters, with helpful quotes that back up things. (Poetry I never got the hang of so can't help much there but you can get away without knowing all the poems.)

Options subjects depend on what they are. Some have much better revision resources than others.

What I am saying is don't get too het up about poor notes as for lots of subjects it can be circumnavigated.

BTECs at college are much better. We have BTEC threads running on the Further Education board, you my get hope especially from the 'in praise of BTECs thread'.

Have a look at course entry requirements for college. Then you and your DC can focus effort on what is needed for that and more or less ignore some subjects perhaps?

Thanks all, I am thinking of asking about speech to text.

I need her to be willing to work with me to revise and I need to know more details of all the course requirements.

Lots of people, including teachers, on the Secondary Education board who can guide you on course requirements as long as you know the exam boards.

If you know the exam boards for the different subjects, you can see the specification on the exam boards’ websites.

Some subjects have different options within the subject e.g. English literature and history. For those, you will need to know the option DD is doing.