Backstory: Last year ds had truly amazing teachers, they 'got' him and went out of their way to make sure he felt happy and confident about his abilities and work.
In the infants maths used to be his absolute favourite subject, he has always been in the top set and got level 3 in the y2 SATs.
In y3 he essentially had a breakdown for the first half and was left to his own devices for the second half (spent the last half of the year reading in the corner). In y4 his teachers just couldn't get to grips with the fact that he can do the work, he just needs longer to process. As a result he completely lost confidence in his ability and stopped working. At the end of the year one teacher wanted to move him down a set - apparently to show him that he was better at maths than the pupils in the other group - 
. The other teacher, EP and inclusion teacher disagreed, as did I, saying that would just knock his confidence even more, as he was capable of doing the work - he just needed proper differentiation and reassurance of his abilities.
Last year his maths teacher was adamant that he was in the top set, on the second to top table purely on merit. She reiterated to me regularly throughout the year that he absolutely deserved his place in the class and she worked hard to differentiate and support him. By the end of the year he was doing really well and after all her encouragement and support, finally started to believe in his abilities again. At the end of the year she pushed for a meeting with the Head to insist that he be allowed the extra time for tests and assessments that the EP and OT had suggested. I got the distinct impression she had been pressurised not to do this during the year she taught him. Spoke to her right at the end of term and she said she'd had a meeting with the Head, SENCO and next year's teachers and it was agreed that he should get the extra time. In the meantime I made sure it was written into his statement.
This year he has two teachers who clearly don't believe he has AS. They are obstructive to say the least and have a big thing about 10 year olds being too coddled and needing to be more independent. They include ds in this, despite him clearly presenting as a much younger child in terms of emotional development and maturity.
His maths teacher has not been giving him the extra time for tests and assessments and as a result in less than one half term he is convinced once again that he is no good at maths. His confidence has plummeted and now he has started to make silly mistakes as a result. She has even kept him in at break to finish tests. 
We've been through this before with SENCO insisting extra time is only for official tests/assessments and failing to grasp that if they don't allow him the extra time in class as standard he becomes despondent, loses confidence and gives up - resulting in lower grades. He is entitled to the extra time based on the results of his WISC IV and this is clearly stated in the EP report and now also in his statement.
He brought home a test the week before last that was marked in red pen. He had completed 16 out of 22 questions and got 15 correct (the one he got wrong was a silly slip of the pencil type mistake). The teacher had put a big red cross next to every one he hadn't completed, plus obviously the one he got wrong. She then wrote a big red 7 on the bottom of the page. So not only did she not give him enough time to complete the test, instead of encouraging him by marking the ones he got right, she chose to highlight the ones he hadn't completed and mark them as wrong and instead of a mark for the ones he got right at the bottom, she had emphasised the ones he hadn't completed/got right. As a result he was really upset and told me he is rubbish at maths etc - so we are right back to square one, where we were in y4, effectively wiping out a whole year of hard work by last year's teachers.
I had just had a meeting with the SENCO about how they intend to implement his statement, but was not at all happy with their plans and my concerns were borne out within a week - so I added this to my list of issued with the school so far this term (which is now 8 pages long) as I plan to ask for a meeting to address them.
He has just come and told me that last Tuesday his maths teacher told him that she is going to discuss with his class teacher him moving down a group in maths. 
She said she would speak to his CT about it for her to discuss with us at parent's evening. He is obviously devastated and now sitting sobbing over his maths homework - which is something he could have done easily last year, but now can't do for panic.
Not only are the school not implementing his statement properly in a myriad of ways, by failing to do so they have totally undermined all the good work put in by last year's teachers. Ffs, if the maths teacher had given him the extra time as required, he wouldn't have lost confidence and wouldn't be in the situation he's in now
I have only spoken to his CT twice this year and both times she ended up ranting at me about how ridiculous his statement and extra support is. We get ten minutes at parent's evening, sat elbow to elbow with other parents. I don't want to discuss it at parent's evening, but dh says he does - loudly if necessary.
I want to arrange a meeting to go through the 8 pages of problems we've had so far this year and how badly ds is affected as a result. To find out why the teachers have such a shitty attitude to SEN and what makes them think they are better qualified than a team of over 9 professionals to know what my son's needs are and therefore over-rule a hard won statement.
The problem is that dh has just started a new job and can't come to daytime meetings anymore.
I am all shades of angry about this, sitting here shaking with anger at how upset my ds is because of their incompetence and refusal to give him the support he needs, as set down in his statement.
I feel sick and just want to cry. I have fought so bloody hard and after winning the statement content he needs (with one or two exceptions) he is worse off than he was without one. I can't believe they told him they were going to move him down a group without speaking to me, or at the very least his inclusion teacher first. Poor child has been bottling this up all week without saying a word. I bloody knew something was up because he has started flapping and tic-ing again and is generally a real state as soon as he gets in from school every day.
I spoke to the TA who helps him get organised for the day on Thursday and she insisted that he is doing really well, settled in fine and had no problems. I told her what a state he's been in at home and said it's because he's having to hold himself together at school and she said 'well he's doing a great job at it then'.
I know the school are going to put the blockades up and I have a huge fight on my hands about the useless way the have implemented some of the statement had have clearly completely ignored others. I can't even go to the LEA about it as the Statementing Officer seems to be best buddies with the SENCO and just says it's my problem because I don't have enough trust in the school, so it's for me to sort out with them.
It's not even as if I care about his bloody results fgs, I just want him to be happy and confident and he is the polar opposite of that right now thanks to their spectacular mishandling of him.
A whole year of excellent teaching and support wiped out in 3 weeks (he was on a residential for one week and off sick for another). That has to be an all time record.
Can someone with some perspective please tell me what to do? I feel like no matter what I do nothing will change and ds is going to slide further and further backwards as the year goes on.