How do you know what is just naughty and what is SEN related? V long!

[Ben10isthespawnofthedevil]

I have posted before but am still struggling.

My DS is 5 and has just been assessed by CDC for dyspraxia. I am awaiting the report but they felt that there were not many physical symptoms apart from poor core stability but that lots of sensory issues. He is an intelligent boy but

The school appear to be struggling with behaviour issues: ie

can't be left to do individual work as he will get up and walk around

doesn't listen

doesn't sit on the carpet

refuses to do his work.

yesterday as he was standing up, he pushed down on his friend in front of him on his neck and pulled and twisted his hair to help him get up.

The teacher IMHO appears quite weak and "has been too busy" to do a reward chart for him that she promised him at the beginning of the week.

She appears to not know how to manage him as threats of losing golden time or playtime don't work and the behaviour continues. She said that she is having to spend most of the day dealing with him. Does this look like just being naughty to you or maybe something else?

When I said I hoped that the report would suggest 1:1, the response was "well who do you think is going to fund that then?" Am I not right in thinking that if my son needs 1:1 then the school must fund it and if they won't then I need to get him statemented. I am very concerned about him becoming disaffected with school as he already says he hates school as all he has to do is work. He is also missing out on learning as he isn't concentrating on learning.

He is getting Fizzy 1:2 at the moment once a week. We got cats yesterday which seems to be good in teaching him gentle and calm behaviour at home.

I am lost at what I need to do next apart from wait for the CDC report which was from a physio and OT.

Thanks

Is his teacher writing IEPs for him? She needs to be implementing strategies to help him and then recording their success or otherwise. That means he's on School Action

If a series of these doesn't work she should be asking for further input, probably from the ed pysch or whatever specialist teacher is appropriate in your area. That puts him on School Action Plus.

If that is still unsuccessful and they cannot meet his needs in any other way from within the school's resources they (or you) need to apply for a statutory assessment of special educational needs. This could lead to a statement with further funding.

I would ask for a meeting with the school SENCo and ask what stage they consider your son is on and to see his IEPs if you haven't seen them already.

Thank you.

Currently he is on SA but the school don't "do" IEPs.

As they referred him to the CDC, when the get the report back then he will be SA+ but their main reasons for the CDC referral were poor balance, handwriting, and difficulty sitting on the carpet. The teacher can't/ won't accept that the behaviours could be SEN related. The SENCO told me that they don't get any more money for statemented children. She said that they get a fixed amount of money. Apparently out of an roll of 350ish they have over 100 on the register.

I mentioned the Ed Physc to her but she said that they wouldn't do anything that she isn't already trying - suspect that this is as she won't even contemplate that some of the behaviours could be SEN related.

It is difficult for me as I know he can be a naughty boy (as can all 5 year olds) but if there is something causing it then I want that acknowledged.

The school don't do IEPs? How do they manage the interventions they use for children who need extra support? They must have some recording system and you should be informed of what interventions they are planning for your child and asked to contribute.

I would make some records of the interventions you are aware of in case you need to apply for an assessment yourself at some point.

If he gets a statement he will be entitled to whatever support is on there. How it is funded is not your problem.

That SENCo is making some pretty big assumptions. I assume she's not a trained psychologist so how can she possibly know what the Ed Psych will see or recommend? That's not her call to make.

Could you get a referral to a developmental paediatrician through your GP?

One last question; is this the right school for your son?

Apparently they have so many children on the register they couldn't possibly manage to do IEPs for all of them .

I will start keeping a diary as you suggest as no matter what happens it will be helpful.

I'll speak to the GP as you suggest thanks.

I am starting to wonder whether it is the right school for him which is a real shame. We moved to this house as it is 3 doors away from the school which is meant to one of the best in the town.

"Apparently they have so many children on the register they couldn't possibly manage to do IEPs for all of them ."

A school which doesn't have time to write IEPs doesn't have time to meet their pupils' individual needs and is falling seriously short of the mark. It's a shame if you live so close but I'd go and talk to other local schools if I were you. Sometimes those schools which are considered to be the best do well because they concentrate on the average and more ale children who can put their SATS results up and the others fall by the wayside. Another school may have less impressive figures but be much better at supporting individual children.

Alison - you read my mind. I put my DS in a 'good' school that taught the average very well indeed - and failed my DS miserably.
I moved him to a 'failing' school and he is thriving.
Ben10 - i find their figures quite confusing. What does the school class as 'on the register' - SA. SA+ and statemented? It seems very high to have 1 in 3.5 needing intervention in a 'good' school. The recent figures that came from the gov. re primary schools have the reported figures for each school in regards to SEN numbers. I would check that out.
The school may have improvement groups for reading/writing etc and consider that to be 1 in 3.5, but that is not in the same league as putting in interventions for a child that has ongoing needs.
Have you spoken to the Head to see what their views on SN/SEN are. Often they set the tone and you can get a sense as to whether you would ever get any assistance to push things forward in that school.

Can any one link me to the league tables as per above post. Am at trampoling club on my phone. Trying to get his coordination better. The area is deprived. Previousousted was outstanding thus one was good. Thanks for the support. Is calming down my anger some what

He is ona mixed year1 year2 class. Apparently the more able year1 and least able year2 children. All of the year2 on his class are on the register apparently. Seemsa strange set up to me. He its the only year1 on his class on the register.

Sorry for typos.

Have you contacted your local parent partnership service? They should be able to help you unravel what's going on in this school and also advise you on what you have a right to expect and how you should go about getting it. They also sometimes come to meetings between parents and schools which stops the SENCo trying to pull the wool over your eyes.

Thanks Alison. Will add them to my list of calls to make. It is such a mine field of who to contact. This is so new to me. Until OctoberI just had a" irritating, lazy, messy, clumsy boy." Now I am ready to fight for whatI know he has the right to

Ben10 the behaviours you describe can be a result of sensory issues which you say your DS has been diagnosed with. My DS has CP and aspergers and sensory problems do cause him to behave oddly/badly at times. As he didn't get the aspergers diagnosis until recently, he had years of being treated and punished as a naughty child when it really wasn't his fault.

It can be a long hard battle to get appropriate provision for your child but there lovely people on this board have lots knowledge and expertise to share. You only need to ask.

Good luck

www.education.gov.uk/performancetables/primary_10.shtml seems to work. just follow as to area - school etc and it breaks the figures down.
Trampoling is one of the exercises given to my dyspraxic DS. Hope he's enjoying it!

Thanks ladies! He is absolutely the worst at trampolining despite having been there for 6 weeks and others only just starting but he loves it and the coach is very patient with him!

The school stats are as follows

Total number of pupils on roll (all ages)
308
Pupils with statements of SEN or supported at School Action Plus: number
55
Pupils with statements of SEN or supported at School Action Plus: percentage
17.9%
Pupils with SEN, supported at School Action: number
68
Pupils with SEN, supported at School Action: percentage
22.1%

I'd be interested to see how that actually support these 68 children at school action if they don't have time to write IEPs!

Off to the theatre to see Aladdin - have a good afternoon

Thanks and enjoy the panto!

Just be warned that the 68 on school action could just be extra reading sessions to 'bring them along'. As Alison says, look into how the 55 are being supported.
Realistically how can the SENco support that number of children in their development without having a written record of their targets and achievements?
They must have some system at work - probably one that doesn't involve those 'pesky parents' input!
I hope you all enjoy the panto - oh no you won't. Oh yes you will!!

My mum wasa primary teacher for thirty years. She is coming with me whenI have the next meeting. I'm bringing on the big guns so she can talk" teacher". I don't think that they like me as I put my business analyst skills into practice whenI calla meeting sending then agendas if whatI want to discuss and then summarise all the agreed actions at the end!

As you say they will have records of the sa plus children it is only they don't want parents like me asking them questions!

All of your help and support is so greatly received. Thanks. At aladdin now waiting for the start. It is a youth version of Disneys aladdin so hopefully will be good other wise he'll tell them what he thinks!

Thanks again ladies.

I have spoken to the Parent Partnership this morning who were very helpful. They will attend a meeting with the school with me once I have the report from DS's assessment which will hopefully turn up this week.

The PP said that they don't have to do an IEP if they have an alternative that they can demonstrate works as well as the IEP. At the moment we have fine and gross motor skills ticked on his termly target sheet that all of the children are given. Not exactly a SMART target!

I get the feeling you're going to lick them into shape Ben10!

Good luck for the meeting.

Thanks Al1son!

my son has dyspraxia no way would he be able to just get on with it at school without support of his TA,the teachers talking rubbish about the EP they need to come in and see your child for themselves.i would make an appointment with your childs school senco failing that the head,dont be fobbed off.