Don't shout at me Moondog - TA post

[inappropriatelyemployed]

I know - I post all the time about TA problems. Sorry Moondog but I need help in managing this once and for all.

The fact is DS is at a nice school with a nice SENCO, nice teachers and helpful head (not with us for much longer).

But the delivery of provision and DS's relationship with school falls down because of the TA.

He didn't want to go into class after half term. He didn't want to see the other children. He has been doing really well but when he does well, it seems to be an invite to the TA to do bugger all so she leaves him to it and the framework of stuff he needs to support him gets withdrawn.

Then , when he then stresses out, her attitude is 'what's his problem, he's done this before'.

I have got him back into class over the last few days; basically TA'ing him myself in the mornings. While there, I can see loads of flashpoints where she jumps in and is too critical or criticizes unnecessarily or tries to change agreements or questions things that have been agreed in front of him. I can also see that he gets stressed in lessons and that he talks to himself quite loudly. Very different from the picture presented by TA.

I have now got him in class, facing the rest of the class and he was asking questions today. He says he will go in alone tomorrow. This would never have happened if left to the TA as we have tried this before and he ends up in conflict with her or outside the class with no strategy to get him back in.

Our SLT was in today and she said - TA just doesn't get it and she probably never will because she is clearly not interested. The SLT has been involved for two years with DS but since January with TA. SLT says TA perceives everything as 'naughtiness', for example, TA said she gives DS 'looks' to tell him to be quiet and he sees them, stares back and carries on. SLT asked was she sure he understood her 'looks' She questioned DS on this later and he hadn't a clue.

It's just basic straightforward stuff. I have raised it with the head and he is going to try and get a move for her in autumn term when they need someone elsewhere in school (it is a very small school with no TAs save for assigned TAs) but he can't guarantee it because he is going.

Senco has said she will pass on things about creating a more positive environment and she does and indeed I tell the TA myself.

But nothing can change her attitude which is to treat him like a naughty child and then be surprised at the reaction.

What would you do?

I know two and you're not having them :o

Star you would make a fabulous TA!!!

I wish I knew someone locally who could do it.

Result!!

I can't thank you enough for your help on this. You gave me a way of raising it without throwing the baby out with the bath water.

This is amazing, very heartening to hear some schools are trying to actually be effective.

:-)

That can make it all the more difficult sometimes to say and do the right thing. Be firm but work with people and not piss them off!

The difference is trust I think. Even when you hit difficulties, you know people are trying to do their best and we are not party to everything that goes on behind the scenes

Serious questions needed about how to make sure they have better recruitment strategies this time.

Yes, I agree but you know what, they thought it through, they involved DS, they took other active steps to try and get the right person. She looked like she'd be great but she was just not cut out for it.

I think the problem can be that there is really a dearth of people out there wanting to do this kind of work and really understanding the reality of supporting a child with complex needs. Plus all children are different and even if you have supported one child, it doesn't mean you can support another.

You need practical, sensible people, with open minds who are willing to follow advice but use their sense of fun and imagination to defuse complicated situations.

Any takers??

Well done you!
Fingers crossed for next time.