Thanks Penney and Coff.
zzzzz, my dream is a croft up in the wilds of Scotland. Walking on windy beaches, running around in the wilderness etc. I would seriously love to see what all of my dcs would be like given that level of freedom. We even looked into moving to a small island off the scottish coast a couple of years back - small school, only about ten children across the age groups and half of every day spent out in nature, investigating, researching, collecting and generally loving life. I wish we'd done it then, because now it's not an option. The only downside to that one was secondary was on the mainland by daily ferry and to a massive not-so-good school, but I reckon I'd have been more comfortable with homeschooling having lived that sort of life, especially as it's more common there.
Alison, Badvoc, interesting you should say that. Inclusion boss lady called me this morning. Really interesting conversation, she really understands why we are so angry and also the problems with getting the school to do anything about it. Agrees the statement has been manipulated and between us we've managed to clearly identify areas where we have been told one thing is happening, they have been told another and ds has told us neither is the case. She explained funding units vs hours to me and that the school clearly isn't giving the level of support the statement dictates. She's going to try and set up a meeting with school, statementing officer, ed psych who has both worked with ds as part of the crisis team and wrote the statement provision, dh and I, ds's inclusion teacher and of course herself.
She totally understood why we felt another meeting wouldn't be any more productive than the previous ones, but said at least if we bring everyone in there's nowhere for them to hide. Statementing officer can insist he get's his funded hours and also inform school that they are misinterpreting (deliberately or otherwise ) the statement content and EP can spell out to them what they should be doing as opposed to what they are/aren't doing. She said it should be a long meeting to properly thrash it all out and then ensure there is a clear path for us to follow if it doesn't happen.
Not sure it will work, but not sure what else to do that will actually change anything. Inclusion lady agreed that there are problems right the way through and that she too feels powerless to sort things out, as the school are feeding her the line that they are doing everything they should and she has no concrete evidence to the contrary, so is caught between a rock and a hard place.
Good to know that we have an ally and this particular lady was fantastic at encouraging me to go for a statement when the school wouldn't and told me there wa no point and supporting me in the best way to write my request and parental information as well. (She popped round for half an hour to explain the process to me and stayed for over three hours trawling through the evidence with me and offering lots of advice.)
I have told ds to just do what the school asks him to do for now and not to worry about any of it, as it's all just crossed wires and miscommunication that school and I will sort out. He told me he is getting upset at teachers asking him whether or not he wants certain aspects of the provision and with regard to that I've told him that he is within his rights to say "I am not comfortable answering that question".
Can't settle today now, it's all more waiting to see if we can get the people we need for the meeting together and as she's making all the calls, all I can do is wait to hear.