TA problems - what to do?

[benito]

DS (Y3 and AS) had a statement for 20 hours issued in Jan.

It has several support packages in it e.g. twice weekly SALT, OT, social communication, literacy.

School who, for the last two years have been saying he is fine and doesn't need help, took one look at the statement and panicked. They wrote to the LA as part of the SA process and tried to reject him, telling the LA he had 'challenging needs' and needed a more 'suitable physical environment'. Of course, they didn't speak to us about it first.

Statement was issued for school despite this. We are appealing as some of the provision e.g. SALT is poor. We have expert reports.

A TA was hired in Feb. She has no TA qualifications or experience of autism. She has what she describes as a 'high maintenance' son who has needed help at school but hasn't been through statementing herself. She has worked with children in different contexts.

Two months after the issue of DS's statement, his support packages are not in place. I wrote to the LA and have had no response so I have now complained to the LGO. DS is still in part-time schooling.

We have just seen the EP for the first time since the issue of the statement because of my pushing for assistance. Likewise SALT are coming in this week.

I have battled to get this statement for a long time and school have been an obstruction if anything.

My problem is the TA is clearly feeling completely undermined by me. At a meeting yesterday, she said she disapproved of DS being withdrawn from class. I asked when this was happening and it was for movement breaks etc. I said not to do it if she felt it wasn't appropriate

She also complained about all the packages he has to do. She says she needs time to be trained and then when I push for training, she says she is doing all these things anyway in her own way - she uses 'alternative therapies'.

It is difficult because LA and school are dragging their heels about the basics e.g. social skills package and she is saying she is unsupported. Then when I push for support, she is saying she feels he shouldn't be withdrawn to do these things anyway.

She is also complaining that she has so many things to do (e.g. literacy etc) that it is stopping 'her work' with him

I completely agree with her that 'groups' are often seen as the cheapest way to offer provision and they may not be the most effective. I also agree that he should be in class.

I have spoken to her at length about this this morning and explained that I didn't write the statement but that we do need 'experts' to come in and advise as that is part of the system but that I respect her knowledge and commitment.

However, I feel that this must all seem like too much hard work to her without support. I think she is a want away! I also feel that she will use my efforts to implement the provision as an excuse e.g. 'mum's insisting he be withdrawn from class which is against my principles.....'

She's also started commenting about his self-esteem ....... to me, working eves and weekends so I can support my child who isn't coping at school full-time!

I feel like I've got to support the TA now too! But its not as simple as training as she clearly feels she doesn't want anyone else involved.

What to do???

Difficult one. She seems to think it is her place to do everything, which clearly she can't unless she has training (and even then she probably can't). At DS's special school the 1-1s don't necesssarily work with "their" child all the time; so for instance if a child needs help with something and the TA can't do it but another TA could then they swap, so the child still has a 1-1 but not necessarily the same one. Also if the teacher is working with the child then the TA will act as a general classroom help. If an "expert" is working with the child then the TA will usually sit in so that they can carry on with the work the rest of the time.

Its not up to her to decide whether your son is withdrawn from the class or not and she certainly shouldn't be pushing her views on to you. She doesn't seem to be behaving very professionally (which could be down to her inexperience). I'd have a chat with the teacher.

WHAT are the alternative therapies she is using? I assume you don't mean Indian head massage and Aromatherapy.

Something called focusing? I'm not trying to be dismissive of this in any way but she is clearly very knowledgeable about alternative approaches and there is, I'm sure, much in each of them.

But she sways between saying she is overwhelmed at everything there is to do and then rejecting the need to do things like social skills groups because they won't work for him and offer no more than what she is doing.

I think she doesn't understand statements and what has to be done and what is supposed to be achieved and how and that this 'system' is not really for her and she is looking for a way out.

I think I will be blamed for wanting the statement implemented!

I'm getting very confused about her role here and maybe she is as well. From the original post she is a very new TA but seems to be behaving like she is in charge. Is the teacher leaving too much up to the TA at this stage?

It really isn't up to the TA to decide what is appropriate. It may be that her lack of training makes her uncomfortable and out of her depth when trying to implement the statement. In any case I think you need to be talking less with her about what should be done and more with the school SENCO to ensure the statement is implemented. It also sounds from your post that the school are not doing enough to direct the TA as to what she must do with your ds.

The SENCo should be making sure she has appropriate training. The buck stops with him/her, not the TA.

No idea what"focussing" is.

The TA isn't qualified to decide what interventions your ds does. She sounds unsure of her role and out of her depth. The SENCO needs to take control of the situation.

Just looked "Focusing" up.
Sheshould be delivering what is in his Statement not doing it her own way. You are entitled to ask for the Statement to be implemented. It is a legal document, not an optional extra.
Ask for an appointment with the SENCo and if you aren't happy with that go to the Head. You could also seek advice from your local Parent Partnership.

It does sound a bit strange. In my role as a 1:1 TA I work with the DC as directed by his IEP. The Statement is often a list of woolly 'likes' rather than specific targets. Though yours sounds a bit more specific. The SENCo and I read the statement, interpret what that actually means in terms of individual time, groups and class based 1:1 and it is agreed when and for how long I take them. Another TA takes him for 'fizzy' session. I do have an opinion, and sometimes feel certain packages aren't working for him and have suggestions, but I wouldn't implement major changes on my own! The SENCo is my line manager, so I ask her advice, with negotiated agreement from the class teacher.

I take the DC out for individual programmes from guided reading time usually. The teacher does guided reading with a group of approx 6 each day, the rest of the class have quiet reading or some other task they can get on with. This is an ideal time to do indiv 1:1. Most schools do guided reading. It doesn't help if children are withdrawn often from literacy and numeracy as they would struggle to catch up. They really need to be there. But there must be 'down' time during the day when programmes can be fitted in.

Sounds to me like the situation i was chucked into a couple of years ago (I have worked as a TA)

Apply for job because current one is untenable for whatever reason.
Interview at small local primary to work with "lovely" child with a couple of issues, but nothing really major he just needs keeping an eye on in the playground, really
Offered and accept said job with lovely understanding head who wants to do everything in her power to help.

First day:
Head unavailable
No training or paperwork to look through
NQT as main class teacher who can't even handle the quiet girls when they whisper in class
The only information passed on about how to work with this lad is passed on in hushed whispers in a corner of the classroom while trying to observe and eventually manage his aggressive and disruptive behaviour
School "behaviour management" policy consists of one page of A4 talking about Golden Time and Happy/Sad Faces

Day Two:
Hauled into head's office to be told how my approach hadn't worked despite said child succeeding in class for full day. New approach set out.

Day Three:
New approach followed, with some success mainly due to my perserverance.

Day Four:
Hauled into head's office to be told how my approach hasn't worked. New approach, which looks suspiciously like my first approach, set out.
Etc ad nauseum

I would suggest adding the TA to "your" team of fighters because, unless you're REALLY unlucky, she's just another poor mug being told conflicting information but her so-called superiors. You know how you always go to see the Paed/Psychiatrist/SALT and come away thinking they didn't tell you anything? That's what her boss is doing to her, regarding your child.

Obviously not everyone has quite the same experience as I did, but HTH

Thanks for your feedback. I am getting really stressed about this now.

My first impression was that she needed help. Indeed, she didn't even know that he had been in part-time schooling since Nov.

Now, I think she is starting to think she's decided that she doesn't like the statement or me and wants to do it her way. She's decided she doesn't see the point of social skills groups etc and doesn't want them.

Purplepidjin at a meeting yesterday, she explained her focussing thing to the EP who nodded politely. Today, she was full of 'the EP likes what I am doing - that was so validating for me'.

Worryingly, although being all 'poor me, I'm overwhelmed' and victim like, she seems perfectly assertive about trying to undermine the need for all the provision I've spent so long fighting for. Her attitude is starting to grate, I had to fight really hard for basic SALT provision and they still haven't been in school to start the programme but her response is 'they're all very busy and are very stretched with the cuts, it's unfair to put pressure on the'!

She then told me she'd said to the other TA who works with DS 'mum is not going to like it, but I need to do what I feel is right'

She clearly hasn't got any idea about the purpose of a statement and its implications and she clearly thinks I'm some pushy cow who's eroding her child's self-esteem by making people support him.

I'm sick of it all, I really am. Have I got to start fighting a bloody TA now too? DS tells me today he was lying asleep on the floor at carpet time (he has HMS and gets very tired) and was just left to it. Perhaps, that was in the name of inclusion

Ok, she sounds like a vile cow. It's NOT up to her to decide what is right for YOUR son. Poor you. Please be near me so you can hire me instead for an extoritionate amount of money and I can go back to 9-56 work??

Have a in the meantime

Did you have a statement planning meeting? This should be done when the statement is issued, to make the plan about how it's all going to be implemented.

I'd make an appt to see the SENCo, or at least find out when his next IEP meeting is. This TA does not not decide what she does, (wtf is focusing anyway?!) she does what is laid out in his statement - which is a legal document. If she is feeling unsure about running social skills groups - then she needs some training or at least to see the SLT run some sessions and then be given the programme to continue.

She sounds unprofessional.

Get in there and have a written list of your concerns and talk to the SENCo in private. The TA sounds like she needs a boot up the backside. Confirm with the SENCo what will be implemented and when and get her/him to instruct the TA. Hopefully it's just teething problems and TA will settle into the role once she's had her responsibilities 'reaffirmed.'

X post tasmanian

Thanks. We have had a statement planning meeting before TA was hired. An IEP meeting to agree targets but have not been able to discuss the provision that needed programmes from 'experts' like SALT.

We have a meeting with SALT tomorrow and the TAs so I will see what she raises there about the classes.

The fact is one of the things he does like about school is the one social skills class he already attends run by a supply teacher with experience.

Benito, you don't mention the SENCo at all. Does he/she seem to be in control or are you being fobbed off meeting the TA without the SENCo?

SENCO is there but she is a one day a week stand in for the deputy who is covering another school. She is out of her depth and clueless too. I've also had a long battle with the school and head which culminated with a very long meeting with the head and senco after the statement was issued.

I think they're all clueless and I'll end up micromanaging the bloody thing. But I felt annoyed to feel the TA is actively arguing against provision

My DS2s school SENCo is only 0.1 time, ie half day a week. The school I work at has 0.5 time SENCo and it's so much better. Really hard for the TA and you if you've got no-one to go to for advice/help except for once a week. Looks like you will have to become the ASD expert for your DS's school and get this TA on side, not an easy task. Keep reminding her that the statement isn't recommendations, it's a legal document that the school is obliged by law to follow.

God, I am the ASD expert for the school and have been for the last two years and I'm so sick of it.

How do I get her on side? I spent ages talking to her offering her support this morning but she was very short with me. I don't want to look like a bully. She's already trying to hold some morally superior position by suggesting she won't compromise her principles by taking him out of the class all the time.

Is it worth the battle? This is so, so crap. What can I do? Pick a fight with the TA, the SENCO, the head? I've spent two bloody years picking fights because softly, softly, supportive and encouraging makes no difference.

I'm so unbelievably pissed off.

The TA sounds a complete pain in the neck. The last thing you should have to do is deal with this. I would strongly recommend you keep some kind of log of who said what and to whom. This may sound paranoid, but it might help later on. The comment 'mum is not going to like it but i need to do what I feel is right' etc is completely unacceptable and demonstrates that she feels she should decide on the provision your ds receives. I think this also demonstrates that the school are not doing what they should in terms of implementing part 3 of the statement ( a legal requirement) and in supervising and managing the TA. Every week that goes by where your ds does not receive the provision in his statement should be logged and you should put all your concerns very politely in writing. I would not be saying this if all was going well. I have a very relaxed and open dialogue with dd2's school because I trust the teacher and TA and they are implementing the provision in her statemen. if this wasn't the case I would be keeping careful notes about what was happening.

Thanks. I have also registered a complaint with the LGO about the LA's inability to arrange the support packages.

I might write an email to the SENCO asking her to put in writing the groups and programmes and the people who will be implementing them. I could then mention that I thought TA is a little overwhelmed and that I wasn't sure if she understood the nature of the statement and the fact that it's not all down to her to decide how it's implemented - from a supportive perspective.

Benito, the only other option is to find a supportive, sympathetic, inclusive school and move you DS there. Painful for him in the short term, maybe, but better in the long term. If you do decide this look at schools with poorer league table positions, they may be just the inclusive SEN experienced school you need.

If moving school is a step too far, you will have to work with the school you are with, no matter how unpleasant the prospect. Rock and a hard place, I don't envy you.

Yes, I think you're right. We've been round in circles about it for ages as we really need to move house too as secondary system here is grammar but we live day to day and haven't had any time to plan. It's one crisis after another. I can barely get my work done.