Some background:
here
DS (year 2) has aspergers - we think, and so does EP after seeing him three times over two years, but no proper assessment or diagnosis yet, despite over 7 months on a waiting list for CAMHS and it being two years since he was first seen by the EP in year 1. I have spoken to a senior doctor at CAMHS who has told us that we can tell the school that we have a working diagnosis of Aspergers (yes - another fucking head fuck - a diagnosis over the phone by a senior doctor from CAMHS of a child she hasn't seen and hasn't read any reports about, based on what I told her the EP has said, and following me complaining to my MP about the appalling waits for CAMHS assessments 
).
I have told DS's teacher about this working diagnosis. We are going to apply for a statutory assessment. I saw her last week and asked her to make sure she was documenting all his exclusions from the classroom (currently running at a rate of at least 3 a week) and the difficulties she was having with him, with a view to trying to get more support for him when he moves into juniors in September.
It's very clear to me that he cannot properly access the curriculum without one to one support. From his report:
"he gives minimal effort in writing and needs adult intervention to complete any work at all"
He got a 2A for reading and maths, and a 3 for science on his year 2 SATS, but a 1C for writing. He cannot apply himself in a classroom setting when there are other children around to anything he finds challenging - which basically means writing.
Anyway, cut to the chase, nowhere on his report is there any mention of his having special needs, other than to note he is on school action, which is wrong as he is on school action plus. The summary at the end of his report says the following:
"I would like to see him put more effort into his work as without adult support he will often do very little. He sometimes refuses to do work if an adult does not sit with him..... When asked to do something that he may not want to do, he very often sulks and refuses or ignores simple requests. He can become upset and angry over the slightest of things in the hope of seeking attention and avoiding consequences. He often becomes involved in unnecessary arguments and can become aggressive even when unprovoked. He needs to develop the ability to see things from another point of view and think about others' feelings as well as his own."
To me this is similar to putting "xxxx needs to learn how to skip" on the report of a child who is wheelchair bound. I can't believe this report is going on his file, and that it's what he's going to be taking into juniors with him.
I've been crying all afternoon about it (not in front of ds of course). I feel his report just makes him out to be a naughty, unpleasant child who's simply not trying hard enough. I think it's bizarre to write that way about a child with ASD.
I'm going to have to deal with this next week, but don't know where to start. If I just see his class teacher she's going to nod vacantly at me and not do a fucking thing, because after Thursday he's not her problem any more. I'm frightened to take this up with the head on my own because she's a horrible manipulative bully and I'm afraid she'll railroad me on it.
I'm wondering what I should say/do at this point. I can't let that report sit on his file without some official amendment to it.