Think I've taken my eye off the ball - need advice re school please...

[whojamaflip]

ds2 is in reception at a lovely small primary school who up until now have been great re his needs.

So much so that I have just coasted along believing everything was fine and dandy - ds has really improved and he has been getting the support they promised (ok hes been averaging 12 hours a week not the 15 hours they said they would put in place but hes still doing well iyswim)

Anyway I'm in the middle of doing his dla renewal forms and asked for a copy of his last IEP to include. I have been sent home a copy of a new one which was drawn up at the start of May and is the one which will take him through to Year 1. I asked why I was not invited in to review the old one and was told that a meeting would be arranged soon. Ok fair enough.

The thing is there are only 2 weeks left until the end of term and the SENCO only works in the school one morning and one afternoon a week. AIBU to expect the meeting to have a date set by now.

Also I was reading other posts on here and its raised another question - should I be having a transition meeting with his new yr 1 teacher before the schools break up?

I guess what I'm actually asking in a very long winded way is what are the guidelines for the above and do the school have to involve me or is it a courtesy? Or do I need to go in and jump up and down and have a word?

You should definitely be involved in IEP reviews, (at least 2 a year) and involved in setting new targets, not just receiving a completed one as a fait accompli. (sp?)

As far as transition plans are concerned it depends on how good the school is and how much your DS struggles with change. A good school would produce a pupil passport, maybe an A4 sheet summarising his main difficulties and strategies that work for his new teacher and any PPA cover or supply teacher. They would prepare a transition book for your DS with photos of his new teacher, the classroom, his peg, the new toilets, etc, and give him the opportunity to visit with a TA or in a small group in the last few days of term. The book could then come home over the summer holidays for you to go over with him occasionally. (Though that can increase stress some.)

Does he have a statement? I assume so given the support. If the statement says 15 hours that is what he should be getting. (Though I always picked my battles, that does sound like they are taking the piss.) However, if he's on School Action or SA plus, it is pretty unusual for a school to be providing as much as 12 hours 1:1 unless they are building evidence for requesting Statutory Assessment.

No statement yet as school were happy to provide the support from their own budget and tbh I would have been surprised if he would have got one last year. He has a speech and language problem (this time last year was still using Makaton with about 10 clear words only) and some autistic traits which means he needs a clear routine and doesn't cope with change unless he is prepared for it.

Ds is on SA+ and the 15 hours were to cover am classroom support for him with an hours speech therapy each day delivered by his TA. He needs someone to keep him on topic and stop him running riot round the classroom. He is also doing specific 1-1 work with phonics, numbers, writing etc with a couple of other children on a daily basis. I think the school have allocated the TA for 15 hours with ds being her priority but she also leads targeted groups within the class iyswim.

Re the statement situation - I don't know if I now need to apply for one - I have no idea where ds is compared to his peers, what his behaviour is like at school, whether he "gets" school and how he will deal with next year. I don't think hes far enough behind to qualify.

I think because he has improved so much and we have such a routine at home that he is just ds and thats how he is. His epilpsy is under control, hes now finally toilet trained, sleeping at night and can talk in sentances (albeit they are really badly constructed)

God I sound really useless

No you don't, you jus need to stick around here for a while!

I would say that a child who is having 12 hours a week 1:1 provided for by his school a statement would be a really good idea. Especially as SA+ will be disappearing soon. You can request statutory assessment for a statement and it's often better if the request come from the parent as you will then be in control and making sure its being done. Hopefully the school will be supportive of the application. There are standard letters on the IPSEA website and lots of info on the process on the special needs-useful info links under the purple bit over there--->>

That's just not jus!

DD1 had many more words than 10 in preschool.she still got a statement with a special school place (would have needed full 1:1 at MS).

I would personally apply for a statement as support on SA plus can be too easily curtailed or withdrawn. Re the statement as well, its not a question of how far behind he is, it does not work like that as statements should be issued on basis of need for one.

Your DS is already receiving a fair amount of support but this level of support he is currently receiving may not continue indefinitely. Infact you can already see this as he is currently averaging 12 hours a week rather than the 15 that was originally promised. Another issue here is that there is no statement in place.

IPSEA's website is www.ipsea.org.uk. They have model letters on there you can use.

You should also be personally involved in his IEP reviews; to be sent home a copy is poor practice on the part of the school. The SENCO is certainly not in school long enough if this person is only doing the equivalent of one day a week's work. I therefore cannot see the school making an application anytime soon, if at all, so you're going to have to do it for him.

You are his best - and only - advocate here. You need to think longer term as well, i.e Juniors and secondary school.

I agree that a statement is probably a good idea in this situation. What happens if the school arbitrarily decide they cannot fund his support anymore? With a statement, his support is protected.

His IEP is reviewed every 2 months, and I am always invited to attend in writing well in advance.

His TA is already preparing him for next year, as well as finishing up his transition book to go over (with pictures) and take home with him over summer holidays.

What I'm saying, is that it isn't just a case of being behind.

sorry, the iep and transition stuff is for DS2 at his school.

Thanks for the replies - I'm kinda annoyed with myself cos this time last year I could quote chapter and verse of the sen code of practice and was giving similar advice to the posts above

I think as ds has had the support this year from the school and as he has come so far in such a short period of time I have become complacent and too trusting that the school is going to continue the support he needs.

Ok will go into school on Monday and see the SENCO even if I have to wait all day for her. Will also speak to HT and explain I am pretty pissed off unhappy with how things have been handles recently.

Another question - how much have things changed in the last 12 months with the SEN COP? Anything specific I should know about?

Nothing has changed...yet. But the sooner you go for a statement the better as they will transfer over to the new plans, but SA+ and SA will go.