Deflated

[littlelegsmum]

OK, I made my move with regards to the High School. Emailed over LOTS of information etc, spoke to the LA where the school is - it's different to primary one. We also reside in the Primary schools LA.

Anyway, I have been told that unless her primary suggest she needs support when sending all details to them that she will in fact be un-supported AGAIN!!! and i'll have to start this all over again. Oh and IF the high school decide to do anything, they'll have to come back to the LA that has been the most unhelpful in the memory of un-helpfulness!!!

WHY do the schools have more influence on my DD than me?!?! My daughter is between 1.5 to more than 2 deviations away from the norm in her SALT (age 6y 5m), and she has Dyslexia YET I STILL can't get someone responsible to admit she needs f help

I'm fuming, hurt, angry, upset - you name it.

I have absolutely no faith in this crap education system anymore.

:(

Really sorry to hear this. I was really hoping secondary might be better for her.

Thanks indigo

So if I don't get her support before she leaves it's gonna be awful for her :(

But now you know school wont help - its time for you to decide what you are going to do.

There's loads you can do. Loads of therapies that might help.

My top recommendation is Tinsley House - but there are loads of other therapies that help as well.

Actually, there is a lot to be said by attending a school out of your residential county. As they are not paid by the LA that has to fund the support they will be more inclined to fight them for what she needs.

I'll have a look at that later, thank you

You do make a fair point and I have to really hope that'll be the case with dd as she really does need support

Infact, when I was speaking to the la they suggested that I seek a statutory assessment if I was getting nowhere with the school yet felt dd did need the support.

I don't know. I really don't know which way to turn.

Have a look at IPSEA's website - lots of helpful model letters last time I looked, on things like asking for a statutory assessment.

FWIW they told me it's always far better for a parent to put in for SA, rather than a school. And as I ended up project-managing getting all the specialist appointments co-ordinated, choosing who I wanted to contribute evidence etc., I can see what they mean. Evidence from her then school only ended up playing a small part (although admittedly she hadn't been at school long then). I think a parent is likely to put far more effort in - unless you have fantastic school support and the evidence about a child is very very clear cut.

Also, if she's about to leave her current school, there's not much 'in it' for them, getting her help. It's wrong, but they're possibly loathe to tie up someone with all the paperwork - even though it probably feels like a little effort/support from them could make a huge difference to her.

Thanks clanger. So you'd be inclined to agree with LA then. I've been seriously considering this for a while and IPSEA have suggested this before but I've always wanted to give them opportunity to support her.

I would like to get dd to have her say also, without putting words into her mouth. What kinds of things would you suggest?

Yes, go for it. Gather all the information you can, including a section in the parental contribution where you write down what dd has said she struggles with.

Any professional reports should go in. Get more if you feel the ones you have aren't adequate - and I was told that reports done by adults routinely involved with your child rate higher than ones where your child has just seen the professional once. So if you have a regular SALT, ask them to provide something. Likewise if there are any sympathetic teachers or TAs at school who might help by writing a few paragraphs, don't be afraid to ask. Much easier for school than having to take the whole thing on themselves.

Thanks for those details and i've also got her previous school reports to send too. Which also confirm some of the things I say too!

Yes, she's regularly seen the SALT and i've got some things from him already that I could use!!

I've also got all 5 different levels i've been told she's working at too - and that's only from this school year

Looks like a busy weekend for me then!

Presumably if school is being un-supportive, do you mean the head or the Senco? If there are any individuals you can pick out, like a form tutor or a TA, who are supportive, then it shouldn't be a conflict of interest for them (as in, going against what the 'school' has decided its stance is.) At least I'd hope so anyway, if they have a conscience. It's you asking them as an individual to give their professional opinion. And also it might seem odd if there's no evidence from school - better to volunteer some that's in your favour.

For us, the opinion of an Ed Psych has always carried a lot of sway. School requested the LEA Ed Psych to evaluate, thankfully. Not sure if you can do this as a parent - presumably you'd have to ask the school to ask for an evaluation, which might be a problem from the sound of it.

You could put the reports as appendices and summarise them on one side of A4, to make things easier.

Then get someone else (anyone else with a fresh pair of eyes) to read the whole submission.

There are set timescales for all of this - how long the LEA has to respond to a request to assess etc.. I think the SEN code of practice is available free - it's worth getting hold of and taking to any meetings as it scares the bejesus out of people! Fill it with post it notes sticking out of the relevant pages!

I've had a chat with the person who I thought was the school EP, but it turns out he was only covering so they didn't want me to speak or deal with the actual school's EP as that would probably sway more - like you say.

No-one has even took the case on yet and i've only filled out an ASDs screening form, then got told it's a long wait, see you around, type conversation.

TBH, I think the school know exactly the problems i'm describing but they're choosing not to get involved or refer on as that would mean admitting she has a problem.

The SENco is far from helpful and the Head (obviously) backs her up. She only moved to this school last September but her previous scholl will understand what issues i'm describing. Do you think it would be worth me asking them to provide something?

Definitely - say on your application you feel their input is more valid because they have more experience with her.

If the LEA agrees to assess, your dd will then have to be seen by the Ed Psych (I think), so if you can at least get them to agree to assess, then access to an Ed Psych won't be a problem. They are supposed to be impartial and not swayed by the school's stance (at least that's what we've found). Ours went in to observe sessions, so it was like a snapshot of the child, and gave recommendations on the basis of what she'd seen, possibly with input from other people but largely on what she saw (our experience, others may have found differently).

Say you are awaiting an ASD screening. List the behaviours that prompted you to do this and if you can, get in touch with your local ASD support group - they might have someone to advise on the statementing process. They might even go through your paperwork with you. Locally to us you don't have to have a diagnosis to access their suppport.

Thanks Clangermum - you've been really helpful :)

UPDATE

Hi all just wanted to let you know, I called the LEA to speak to the EP for an update. Long story, but he's off so the forms have been sat on the desk for almost 2 months, gathering dust . . So, I asked to speak with the school's actual EP - who school have put me off talking to for so long - She is on holiday at the moment so I was put through to the 'principal' (basically the person who's over all the EP's)

I explained the situation and he asked lots of q's regarding DD and what school had previously done to 'help' so I told him that we'd had to get private reports done as we know there are issues with DD and these reports confirmed it etc etc etc. He wasn't impressed that after seeing reports the school had still refused to refer.

So, he told me he will be contacting the schools SENco and tell them he's expecting to receive a referral for DD asap and he was going to contact LASC (?) and tell them to expect a referral from the school. He said DD would be put into some transition group for high school and with regards to her anxiety he's going to suggest the school refer to CAMHS.

He knew what he was talking about and it was a completely different response to what i've had previously.

I'm keeping my fingers crossed but he has said to contact him if I think things are going too slow - and I will too!!

Well done.

Hope this is the start of DD actually getting some help.

at some good news.

Thanks indigo and Alison. I just feel happy that someone thought the same as us and with lots more influence

great news!

Thanks Clangermum :)

Hi justabout.

It certainly seems that way. Not getting to sure just yet. But for now will breath a sigh of relief. Hopefully the full report from cognitive assessment will drop through my doorstep this week too! :)