Realistic asks of SENCO following reports

[UpsideIn]

Hi all,
My Year 7 DD received an Ed Psych report in June with a number of recommendations due to relatively low working memory and processing speeds (like no copying off board or books, to have it on sheets etc) which was sent to the secondary school in the summer term (it’s a through school so the same one and a private school). Over the holidays she received inattentive ADHD and anxiety diagnoses and a further set of recommendations which I appreciate they only received at the start of term. We were told she would have an IEP developed at the beginning of term but we wouldn’t usually be involved.
Fast forward to now and not a single recommendation has been put into place which is having a real impact on her confidence. I know the SENCO was off at the start but I’ve had to chase so many times.

I’m finally meeting with her on Friday. I want to run by you lovely people on my phone what’s reasonable to ask for? There are many bits that my DD wouldn’t like but so many other parts which would be so helpful (working on a laptop, all worksheets). They have already said no to extra time or quiet room except for summer exams. How would you approach it? She was already told off for forgetting a book in first week and this is also on the list - cut some slack as her cognitive load is so big and her response to criticism so crippling when she tries her best!
Any suggestions very gratefully received!

Information sharing is so important especially in secondary school. I’d ask for a pen portrait/ one page profile to be shared with all staff teaching her. This should include strategies in place and how best to support her.

Have you got some strategies in place at home to support with her organisation skills such as a bag checking list, timetable up on her wall etc?

In order to get extra time in formal exams, the school have to prove that it is her normal way of working. You can look up the qualifying elements on the JCQ website, which explains who would qualify for extra time

https://www.jcq.org.uk/exams-office/access-arrangements-and-reasonable-adjustments/

So it is in her best interests to have extra time in all exams if she is likely to qualify later. It also allows school to have an accurate picture of her ability - if they effectively cut short her exam time, she will not be showing what she is actually capable of. As an example, my dd has extra time and she gets it in all tests. Once normal time has finished, she switches pen colour to demonstrate how she uses the extra time. This helps build up the evidence the school will need.

She also gets all teaching materials electronically so she doesn't have to take notes in class while trying to listen at the same time. As she says, she can either take notes or listen, but she can't do both at the same time!

All homework is written down so she doesn't have to remember it. She uses a laptop so she can re-order her work, delete things, add them in etc. She used to get very distressed that her work was not neat enough because she kept crossing things out and trying to go back and add things.

Also no telling off in front of others - anxiety about getting something wrong can have a massive impact on participating. My DD would rather not do something than get it wrong and everyone know. Also cold calling - eg asking questions of a particular person, rather than asking for hand up. DD's school would ask the question but they say they will come back to the answer in a bit, to give her time to think and formulate an answer. Otherwise her default would be "I don't know"

Also ask your dd what would help - she will know which bits particularly make her anxious or struggle and can probably tell you.

The school should have shared information. Do you have the email addresses of DD’s teachers and her form tutor? If so, I would email them directly.

Things like providing written notes, copies of PowerPoints, etc. and limiting copying from the board are reasonable asks. As is using laptop and assistive technology. Some schools have touch typing intervention lessons. Other reasonable suggestions include pre-teaching vocab, teachers thinking about placement within the classroom, carefully selecting groups for group work, allowing DD to wear noise cancelling headphones/earphones. If DD needs movement breaks, allowing them. A quiet room at lunch time. Allowing DD to move 5mins early or late if she is finding change over overwhelming. A keyworker/mentor to help with organisation, emotional regulation, etc.

Some exam access arrangements for in class tests can be tricky for some schools to arrange. A separate individual room may not be possible other than end of year exams. Extra time is more easily arranged. This may require some adjustments from DD e.g. staying/returning at break time if that would work for her.

What else do the reports recommend?

I second @24Dogcuddler about finding strategies to help with organisation at home. Right now, DD may need you to help pack her bag. One good tip is to have two pencil cases. One for home and one that remains in the school bag and never comes out at home. Some do the same with calculators.

So many thanks for all your replies. The recommendations were lengthy and some a bit generic but they were focussed on what you’ve all suggested above - lightening the cognitive load by not having to copy.
She works slower than others in written tasks but they don’t seem to have taken any notice of this and still make remarks so I need to this about this aspect as well.
I will ask her what makes most sense for her as well I think and if anyone else has these things done for them.
At home we pretty much scaffold her - we have a day to day whiteboard of what she and my son need with all her homework and when it’s due, and every morning we go through the same iPad/phone/snack/water/etc etc and games kit otherwise it wouldn’t happen!
Thankyou for the reassurance about what is helpful and reasonable - I’ll update after Friday’s meeting!

I would support DD to pack her bag the night before rather than leaving it to the morning. She, with support initially, can then add in any last minute items in the morning which can’t be packed the night before.