Transition from nursery to reception: what to expect? (ASD)

[BialystockandBloom]

So, there are many of us whose dc (ASD) are starting reception in Sep.

Can I ask what preparation they are having to make the transition?

We finally know where ds is going to school, and I am meeting his current early years intervention officer and nursery senco to discuss transition. The EYIO is pretty ineffective (her involvement has made absolutely no difference to anything) and I suspect she will try and get away with doing as little as possible (except try and make pleasant 'matey' conversation), and try and fob me off from getting what we might be entitled to or should be getting.

So, can anyone tell me if there is a standard transition plan, or what I should be expecting from an ideal transition?

TIA.

[utah]

mummyplum the most positive thing is that you know the school has a good reputation, the school will also have a SEN budget if your daughter needs more help or prior to a statement. be positive but also have knowledge, you could try parent partnership to come with you for the next meeting.

[BialystockandBloom]

Thanks for all the new advice.

mummyplum you say I have been assured she will be well taken care of (of course), "please don't worry about her Miss X". We have only just confirmed exactly what school ds is going to. Until this last week, we had the option (still have) of sending him to a fantastically lovely independent pre-prep school (really well-known school in London, the upper school is one of the best in the country). Amazing facilities, small class sizes, lovely environment, the headmistress was lovely, all very welcoming blah blah blah. Have decided to go with the perfectly decent but inner-london state primary in all it's huge, scary concrete glory.

This is simply because the lovely ind school would not confirm exactly how they would support ds, or for how many hours a day (he has 25 hours in his statement). They just said they would be "flexible". I have not managed to pin them down on this any more.

I need to know exactly how, when and by whom he is going to be supported. You are entitled to know the same, don't be fobbed off.

Not that this is exactly worked out with the other school yet either, but this is why we are appealing our statement. I also had alarm bells from the headmaster of this school, who told me that basically 25 hours does not mean 25 hours of time or support for ds, it means 25 hours worth of funding, and it was up to the school to decide how this was best spent. Also something along the lines of a child having a 1:1 doesn't work as they get too isolated and dependent on them But we're appealing the statement, and the school have agreed for ABA tutors to go in with ds so that's all we care about atm.

[skewiff]

Hello,

I am in a very similar position as yourself. My son is leaving a pre-school/nursery and joining a MS school in September. He has mild CP. It is very mild, but he has a level D statement - 20 hours.

I too have been told that he will not have a TA. I chose the school because it is brilliant with all children and particularly those with SN. It has a reputation for treating all children as individuals and doing the best for them. The SENCO is fantastic.

I came away from my recent meeting with her, feeling very confident and full of trust in the school. This board and another has put doubts in my mind. But, I too, do not want to fall out with the school before we've even started. Our statement is wooly too, but it has been finalised. I could start appealing, but I want to start DS's school life on a positive/upbeat note.

My son is really very mildly affected. This is why I can take a calm approach. He continues to progress and improve all the time, so I'm hoping that as the years go by he'll need less, rather than more help.

That is just my situation. I don't know if my story will help you. But speaking to DS's nursery teacher today she told me that I must stay calm and put my trust in the new school.

I think its brilliant that everyone on here helps with their advice. But I had to remind myself today that everyone advises with their own story in mind. Your child and your story is unique to yourself.

[BialystockandBloom]

Yes you're right skewiff - experiences & advice here are all personal, no two cases the same. It's great that you are happy with the support ds has - and nice to hear something positive about schools, statements etc on this board

I don't want to fall out with the school either. But in our case, our objection is to the wooliness and vagueness of his statement, not the school.

And we cannot accept this for ds, as he needs specific support in clearly identified areas, which just isn't provided for by his existing statement. Blimey, if I could avoid the further stress of appealing/tribunal I would, but we can't let ds begin school with such poor support. Like you, my biggest hope is that ds will require less support as he grows older, but who knows? The most important thing for us right now is that he starts off with adequate, suitable support that actually might make a difference to him.

[mummyplum]

Skewiff, i am sorry that i have put doubts in your mind. I too was fairly ok with the decision, but curious as others had told me it was a little odd. I am going for a meeting with the school tomorrow. I am determined on questioning them about exactly what support DD will have, how are they expecting to assist her with toileting, how are they going to be vigilant for seizures, how will they carry out the physiotherapy programme, expand on play skills, as well as manage her behavioural needs? I am sure they are more than used to it all but I do wonder how it will work with 2 TA's and other children in the class with varying levels of need! DD doesn't have a statement at the moment as I have been asked to hang fire by the CAF team while the diagnosis of ASD is made.
Skewiff, you do have a statement though, so they have to abide by the recommendations in that. It shouldn't matter how mild the school consider his CP to be.

[Agnesdipesto]

I don't think 1:1 is any magic bullet. Alot depends on the quality of the support. In some schools fulltime 1:1 means zero teacher time which is obviously not good. Some schools put in fulltime 1:1 but the 1:1 is not sufficiently trained and just becomes a well meaning person who follows the child around and gently nudges them in the right direction but is not very effective. I don't think having 3 adults in a class and using them flexibly is necessarily a bad thing. DS has 1:1 but much of that time is spent in small groups, not on his own, so his 1:1 will usually have 2 or 3 extra children who are being 'used' for a better word for DS to practice his skills on - however she will be running DS token system throughout the session so he is getting different intervention to the other children although they are all doing the same activity. As long as all 3 staff are well trained then swapping around might be a good thing.

I think you might have to wait and see mummyplum. I would be concerned only if DS were not safe (he has a tendency to wander / run off), if he was not engaged and redirected sufficiently (he would just engage in stim if left to his own devices for more than a few minutes) or if he was not supported at key social times eg playtimes. He is supported most of the time in groups - but sometimes his 1:1 deliberately fades back so DS becomes more independent - eg a good session is where she can stand outside the door during an activity - but they have built up to this and it is literally minutes that she leaves him for (and she is watching him from afar!).

If I were you I would let it settle in for the first few weeks and then ask to go in and observe. If you see long periods of your child not engaged in learning / activities or the therapy needed not being done then you would need to ask for more support. But if your DD needs behaviour support (my DS does most of the time to keep him engaged) then I agree more dedicated support may be needed. I think you are right to get clear targets and programmes included in any IEP eg the physio, toileting etc. If you build in quite challenging targets then to an extent the support has to follow as otherwise the targets wont be met.

Alot depends on whether the school just have a blanket rule, or whether they have actually made a proper assessment that your child can learn in a small group or learn unsupported in certain activities.

DS had fulltime support last year and learnt nothing as they were untrained - he was totally isolated and stimmed most of the time. Now he has ABA support in school and it is brilliant, he is always playing with or alongside the other children - but ABA had to do a lot of work on getting DS to follow a group instruction first before he could learn in a small group and do a lot of work on him just tolerating peers. So hours of 1:1 in itself does not = good intervention. Sometimes its more about whether your child has mastered the skills to learn in a group. If not then they need to start with 1:1 until they have.

[BlueArmyGirl]

Mummyplum,

perhaps at TAC you coulds ask them how they're going to support her at the key times that she will need additional support (obviously this will depend on what her needs are) e.g. changing for PE, toileting, communicating etc. Not having someone 'glued' to her is not necessarily a problem as long as there is sufficient staffing to ensure her needs are met when they arise. You could go with an outline of the times you suspect or know she will have difficulty with or tasks she will require suport with and ask thm how they will meet these needs.

They may be an incredible confident staff with lots of experiences which is why they don't sem too fussed, equally they could be underestimating the impact of her needs.

Just some thoughts :-)

[Twowillbefine]

Hello, good idea to share experiences. DS1 starts reception in September but has been in the school nursery for the past five terms, and for the last year full time so hopefully it will be fairly smooth.

I guess the reason no standard transition plan is because what might be needed for one child in one particular circumstance won't be needed for another child in another.

DS1 has a statement which provides 15 hours 1-1 and the school makes it up to full time. His TA will be coming with him and one of the other nursery TAs is also going to reception so he'll know her as well. I kept pushing for a meeting but in fact their general transition for nursery to reception is quite reasonable (I think). We have a 1-1 meeting with the reception teacher tomorrow (which she does for everybody) so will check up on his support there and also about her experience with ASD. Currently am feeling reasonably calm but that could always change!

[Starchart]

To update you on my situation. I think I mentioned that County provided joint school/parent training for ds' start which the school failed to show up for with no apologies.

Today I found out that despite his statement saying that he should have his TA support increased from 15 hours (full-time) in nursery to 20 hours in reception he is only getting 2 days, not including lunchtime of TA support. This is going to be delivered by a member of staff who is working the full week and supporting other children so they cannot specify when the 2 days will occur during the week. It is apparently dependent on what the class teacher deems necessary.

Now the 20 hours written into his statement is wooly enough for them to get away with this, which is why we are appealing, but god almighty, when does it ever end......

I don't want to fall out with the school before ds even begins, but they've done their utmost to fall out with me.

[TheCrunchyside]

Starchart ! School explained to me once that they need to consider professional development of the teachers and assistant which might exaplin why they have given extra hours to this TA rather than getting someone else in- now this may be true but I think for starting reception the onus should be supporting your child. Unless of course they have chosen this particular TA because she is so brilliant and can't be spared from her other kids on the other days? {hopeful emoticon].
The only good thing is that in many reception classes there are lots of adults - so no excuses for not filling in the home to school book on days when the TA isn't in (as happens with my ds)

ds had a one to one for mornings who also supported him at lunch-time along with another child. She is fab but the class teacher has had very little input e.g has not filled in the home to school book once even when the TA was off for 10 days and doesn't really know him very well.

[Starchart]

Oh it's okay. I'm starting to get a feeling that the school isn't especially good for the teaching, but good because of the parents.

I took ds for a 'trial' hour the other day with lots of the other children and the parents were all madly networking, getting each others email addresses to arrange a mum's night out before they start and a couple of picnics in the park. Honestly, I've never seen anything like it. I was , but perhaps that is what most schools do. We're currently in a 'deprived' school and whilst the mums are lovely and talk and get to know each other it is much more reserved and it has taken the whole year before little pockets meet up outside of school.