I need to write a letter to school without upsetting them

[Claw3]

Relationship with previous school really broke down to say the least, ds has started at a new school almost a year ago now and i am trying to be very mindful of keeping a good relationship with them.

I have written one letter to new school and they really took offensive to it and SENCO told me there is no need to write and i should just phone up whenever i needed to find something out.

This is all well and good, but i want things in writing just in case i do decide to apply for another SA.

Recently my request for a statement at Tribunal was refused. However, I would like to know exactly which recommendations from expert reports the school plan on implementing if any.

I would also like to know what progress my ds is making with things such as his SALT targets, movement targets etc, etc which are not included in his IEP or even a copy of the SALT program.

Do i write a letter or as SENCO suggests just have a chat?

Although school are 100% better than previous school, i do find it very patronising, that they seem to have the 'just leave it to us' attitude.

It can be normal practice, but it's not 'good' practice.

Theoretically your DS should meet the IEP target before being given a new one. If he hasn't met the original target then his teacher/SENCO should look at breaking the original one down into smaller, more manageable steps, in order to help the child meet the original target.

Claw

Am very sorry to read of this, you and by turn your son have been failed yet again. I also think the panel you had were shites of the first order.

Plesae do not be too harsh on yourself; you've done bloody well to date and you're continuing to fight his corner for him. You can also reapply for a statement.

I would not personally worry about possibly hacking the school off because you are your child's best and only advocate here. No-one else is better placed than you to fight his corner for him and I would write something along the lines of what Starchart suggested in her post of 7th July.

There is no annual review with a Note in lieu; it is truly not worth the paper its written on. They are not legally binding.

Thanks Minx and i am assuming if the target has been reached, something should be written in the evulation or a least a tick or something?

In July ds was getting 20 hours one to one, it appears he has not reached his targets, as they are repeated again in October IEP, but they withdrawn the 20 hours of one to one.

I think this is correct, but i dont want to rush in guns blazing, perhaps i should ask for Feb's IEP before i jump to conclusions?

Thanks Attila, i hacked off his previous school and the relationship become so bad i had to remove him, they refused to communicate with me in any shape or form literally!

I dont mind upsetting them if i have to, as obviously ds comes first, but i would like to avoid it if possible.

Star's advice was spot on and i will be using it, im still deciding on her first suggestions or the braver one. Perhaps i will start with the more polite first suggestion and move onto the second depending on their response.

Everything i write will be with 'gathering evidence' for my second SA and i will be saving like mad the next couple of months to get my expert witnesses there this time. SEN SOS did say that they can lend parents the money for this, which was very useful info.

Bloody Hell Claw, was AC your judge?

JB was ours and basically if the LA said something then it was true according to him, regardless of the documented evidence.

Star, i have 3 boxes in front of me filled with Tribunal stuff, i will let you know once i come across the decsion notice!

OT recommended that ds needed input from an experienced, state registered OT with postgraduate sensory integration training.

OT sessions must be provided by an OT on a fortnightly basis for 45 minutes each and details exactly what these should include.

OT should provide a programme for staff to continue daily activities on a daily basis in addition to the sensory processing programme.

Staff must be adequately trained by OT, etc, etc, etc, im sure you get the picture.

He didnt need this help, because school said he didnt. The report also criticised staff (in a nice way) for not noticing ds's difficulties.

The panel seemed more concerned that the report was not signed. They also slagged off OT because she had written ds requires a supportive environment where his speech and language difficulties can be accommodated.

When i pointed out that she had made that comment because she was part of a multi team. They said 'but she is not a SALT'

I really needed these experts there. Still i will know for next time.

It's okay, you don't have to tell me WHO the judge was. Just knowing that there are a small number with a notorious reputation should be enough to help you.

You've been through shit the last year or so. Be proud that you're still standing. There is still time for your ds and you've done a lot to improve things for him already.

Just come across it and the judge was HR.

Yes ds is far happier, albeit not making any progress that i can see, but i can cope with that for now. Thanks Star.

You know what? I'm miserable that ds has spent a year in nursery and made no progress, but the one thing I WILL concede is that they have looked after his happiness and self-esteem well. There has not been one day in a whole year that I ever struggled to get him to go.

And for that I have to be grateful and thankful.

Ds doesnt want to go on PE days and does scratch his skin, but at least at this school i can take him, explain to the teacher and she will reassure him that if he is unhappy about any aspect of PE all he has to do is say so and he can stop.

They even understood that the 'saying so' is the problem for ds and they have given him a card to hold up. Now all i have to do is make them understand that there is no way on earth he would hold a card up! But i have to show willing and agree to a trial period.

I could have a few moans and groans about the school, but its so much better than his previous school, i have a lot to be thankful for too.

Claw - I recognise that you say this school is better than your last school, but don't confuse better for your DS, with one which is the best for your DS.

I would ask the school outright which of the targets on his Feb IEP your DS has met; partially or fully or failed to meet. Their answer will inform your next question(s) regarding his current IEP and it's targets.

With hindsight I would always ensure a parent asks to see the last IEP alongside the new and get the teacher to explain what targets have/have not been met and get them to formally record it on the IEP and copy for parents. That nothing has been written/marked on his old IEP suggests he has not met the target.

I would be concerned that the 1-1 has been withdrawn.

I know IEP are pretty worthless, but if you can get the school to implement them as they should be they can be a good source of evidence for interventions/progression when you next appeal for SA.

It might be worth having a quick read of the teaching principles

www.gtce.org.uk/documents/publicationpdfs/code_of_conduct_1009.pdf

SEN Toolkit may help if you haven't read it:
www.education.gov.uk/schools/pupilsupport/sen/b0013128/sen-document-list-and-recent-reports--online-ordering/sen-toolkit

Thanks Minx, i have saved the link and will have a read, I already have the SEN toolkit one saved.

Ds's last school was a nightmare and he was refusing to go, having nightmares, self harming quite severely, not eating,being bullied, that kind of thing. Im just thankful that he is happy to go to school for now anyhow iyswim.

I will continue to fight for help and a statement, as this is what is best for my ds, but at the moment other than gather evidence there is not much else i can do unfortunately.

Yes, IEP's are useless other than for evidence of not making progress and to withdraw 20 hours of support when a child hasnt met targets!

Thanks again everyone for your help, i had a bit of break from MN, so glad i came back, you guys really do give me the encouragement to carry on :)

Does this sound alright, have i covered everything?

I am very pleased that the school are so welcoming and willing to discuss face to face any concerns and I do appreciate this.

However on this occasion, I would prefer to put this in writing, as I feel I can express myself clearly and it gives me time to consider carefully what I mean, which I feel is a more efficient use of our time.

It also means that I can keep a record of my letter and responses and I don?t forget things or raise the same issue twice. Nor do I have to hold everything in my head, which can be stressful.

I am attaching a summary of the recommendations made by experts to meet ds?s needs and would ask the following:-

? Could you please make it clear to me which recommendations are being actioned and exactly what help ds currently receives.

? Could you also provide details/copies of the programmes you are using, targets, outcomes and progress? For example I know that ds has a SALT programme, but I do not have a copy of this.

? Could you please provide a copy of the recommendations made by ASD Advisory teacher, the targets, outcome, progress etc

I also do not have a copy of February 2011 IEP. It would appear from October 2010 and June 2010 IEP?s that ds did not achieve his targets, as the evaluation section has been left blank and the same targets repeated. Could you please provide a copy of February?s IEP?

Thank you for your time.

Yours sincerely

It seems ok, but I would maybe alter your last paragraph:

I do not appear to have a copy of February 2011 IEP, could I be provided with one please?

The evaluation sections on DS's October 2010 and June 2010 IEP?s have been left blank, does this mean that DS did not meet these targets or did he meet them and the outcome is recorded elsewhere?

Claw

Hi Claw

The overall content is fine but I would consider beefing it up at bit something along these lines

Dear Mrs teacher XYX

Re: X
date of Birth >>>>>>

I am pleased to learn that my son has settled in well into your school and continues to make good progress. I also acknowledge the fact that you have been fully willing to discuss any concerns I have with regards to my son's additional support needs.

(I don't think you need the "and I do appreciate this" as was put originally).

"However on this occasion, I would prefer to put this in writing, as I feel I can express myself clearly and it gives me time to consider carefully what I mean, which I feel is a more efficient use of our time".

You don't need this at all.

"It also means that I can keep a record of my letter and responses and I don?t forget things or raise the same issue twice. Nor do I have to hold everything in my head, which can be stressful".

I don't think you need these above sentences. You do not want any emotion in such a letter).

I am enclosing the (date) summary of the recommendations made by.......panel

To both facilitate this ongoing process and keep my own records up to date I need the following information from yourselves at the earliest possible opportunity:-

? The exact nature of the recommendations which are being actioned from this report along with details of the associated support

. The latest copy of DS's SALT programme

? The latest copy of the recommendations made by ASD Advisory teacher.

. February 2011's IEP

I look forward to receiving your reply at your earliest convenience.

Yours sincerely

Mrs Claw

I know its not the same, But we had problems with bullying. I had a list of incidents I had recorded at home that I had made a note of at the time. When I went into school to discuss the problems I had my list and asked how it compared to the school records. I was basically told that each member of staff keeps individual records and they are not cross referenced to each child.

Having talked it through we agreed school was to e-mail me or me to e-mail the SENCO and/or head or teacher for anything I needed so that there was a written record of what happened.

I use this for all sorts of things now including IEP copies etc. and communication between school and home is much better. They don't seem to mind a quick e-mail and then I always have a written record should I need it later.

I suspect that the systems may be a bit like this in all schools and so I have a habit of putting things in writing anyway. If we have a meeting I often write a note afterwards " just to confirm what was said in our meeting" then if they don't agree they can correct it and we have a definitive record. It has proved useful so far in writing my notes - the LA have currently agreed to a statutory assessment. I am so hoping I don't have to go to appeal and we get it , but that is another story altogether.

Good luck with school.

Thanks everyone, on Friday i was going to hand deliver the letter, i was in such a rush, i forgot it!

I forgot to add to list of recommendations those made by the panel, there werent many, but still worth adding.

Will make some alterations. Thanks again.

Another question on the panel's decision notice it actually states "SENCO told us that ds has met his IEP targets"

If school then confirm to me in writing that he hasnt, how much weight would this carry? (obviously good evidence for next SA, but is there anything i could do about this now)