Id like to thank those on MN who helped me with guidance as to what to include, sorry i cant remember the names 
. I dont know if this is too long, doesnt include enough etc. Any comments/critcism welcome . Ive included a lot of paperwork and highlighted relevant parts so they wont be missed.
17th January 2010
Dear Sir/Madam
Name d.o.b , Year 1 at name of school.
Please find enclosed evidence I feel shows my son needs assessing. I am requesting statutory assessment on the following grounds:
- * is in great danger of school refusing and therefore social exclusion. It is my wish, as his parent, that he attends school and is happy within school. At the time of writing he has refused to attend school since 2 weeks before xmas, due to severe anxiety attached to his learning difficulties within school. During the week of 10th January to 15th January inclusive, and with the support of the SENCO, we started reintergrating my son gradually with me attending school with him for half hour every morning and then leaving with him and returning home. As of 17th January I will be attending school with * for 15 mins and then leaving him for 15 mins, returning and taking him home again. ** is still reluctant to enter the school building and needs encouragement to do so.
The class teacher/Senco will be liasing with me daily about how to proceed on a daily basis. This is having a significant impact on his academic attainment and social exclusion.
* has no confidence and suffers low self esteem, his class teacher stating in the enclosed report, ?* has a poor attitude to learning and lacks confidence in his own ability which impacts on his ability to work independently and his motivation.
* requires constant support to complete a task. * appears to have a poor self image?.
- * has currently been referred back to CAMHS by my GP who knows * extremely well, her request for Liam to be assessed for possible ASD/severe behavioural disturbances and her reasons for requesting this are enclosed. * paediatrician, Professor ** from GOSH, is also requesting that * is assessed for his behavioural/educational needs. * behaviour at school is generally passive, however, he is displaying extreme reluctance to tackle work at even the most basic level and will try avoidance tactics unless coaxed to do so by a one to one. * can display very aggressive behaviour at my home, at his fathers home and at my mother/fathers home, this behaviour can be come out of the blue for no apparent reason, when attempting to support him to do catch up school work, always when he returns home from school or when something doesn?t go right for him. School have witnessed this behaviour on a few occasions and are now witnessing non compliance with * entering the school/classroom. [refer to 1].
My mother used to take to toddlers group and he would sit on her lap the whole 1.5 hours screaming, only stopping screaming at the end of the session as it was home time. took 3 months to settle at preschool and left a few months before he was due to as he refused to enter preschool and would run around the car park screaming if someone attempted to encourage him in. took a few months to settle into Reception class also with me gradually withdrawing, then resorting to forcefully being taken, which I did agree too at the time.
is reported by school as having ?poor fine motor skills, he finds it difficult to control a pencil and his drawings are immature? and ? is unable to concentrate for long periods and at times when he is totally disinterested he doesn?t concentrate at all? in class which means he misses essential instructions and key information.[evidence included in teachers report enclosed]. This is having a negative impact on his learning which in turn affects his attitude to attending school where he feels he is failing and seeing his peers moving on.
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* at present is diagnosed with Partial Diabetes Insipidus (his kidneys do not receive the hormone from the pituitary gland to maintain water), Growth Hormone Deficiency and bladder problems. * medical conditions are a major barrier to effective learning, * spends the school day making frequent trips to the toilet (up to 14 x a day) and subsequently this is followed by drinking water. As his teacher stated in her report ?* has poor concentration this may be as he needs to take numerous trips to the toilet which interrupts any activity he is engaged in and means that he misses whole class teaching?.
The Code of Practice states ?....have medical conditions that, if not properly managed, could hinder their access to education?...?Medical conditions may have a significant impact on a childs experiences and the way they function in school. The impact may be direct in that the condition may affect cognitive or physical abilities, behaviour or emotional state. The impact may also be indirect, disrupting access to education through unwanted effects of treatments or through the psychological effects that serious or chronic illness or disability can have on a child and their family LEA?s should consider the need for assessment in line with the guidance at 7.55-7.63?. I feel this part of the Cop wholly applies to
**.
At present his ongoing investigations are to rule out bladder problems before putting Liam back on his previous medication that he was on when he started in Reception [medical plan for school enclosed]. The plan is complicated and needs one person to monitor his toilet visits before administering his medication.
condition entails frequent absences due to hospital admissions for ongoing tests and Outpatients Apts at both Urology departments and Endocrine departments, both held at Great Ormond Street Hospital in London, this leads to a full day off school for Outpatients because of the distance involved. This then results in disrupted learning and a lack of continuity for .
Currently is working at Foundation level and behind his peers in literacy and numeracy and emotional and social development, and it is highly likely that this will increase in the future. When does return to school he finds following the continuity of lesson structures very hard as he has missed a significant amount of teaching. This has lead to high anxiety levels on his part and an increased risk of school refusing [see 1],his medical condition and subsequent severe anxiety about attending school impact greatly on his emotional state.
It is our concern that should the situation continue, will fall further and further behind. We feel that input at this stage which supports his behavioural, social and emotional welfare as well as his literacy and numeracy aquisition may well reduce the amount of support he will need in the future. At present he requires constant one to one supervision to enable him to complete any work. If the one to one is not present then he is unable to work as described in paragraph 2. At the next TAC meeting on 8th February the School have requested the Educational Psychologist attends.
Yours sincerely