Looking at schools prior to statement being issued?

[claw2]

I need to start looking at schools, prior to ds's recieving a statement.

What info do i need to supply to these schools?

Hi claw I am expecting statement in the next four weeks, getting very twitchy. I have visited two schools, a ms with unit and a special. I just phoned the schools and explained my sons diagnosis and said I wanted to get an overview of what is available locally. I think it's fairly normal procedure.

Most just have a brief form for you to fill out with basic details about the DC you're looking on behalf of.

I would just say 'I have a child with SEN and we're waiting for the proposed Statement to come through. I'd like to meet with you to see if you could meet DS's needs.'

You'll be able to tell a lot just from their initial attitude.

I visited 3 MS schools and the Special School when DD1 was being statemented.

MS 1 -kept us waiting 20 minutes in the foyer, very sniffy, waved dismissively at the SEN area, warbled on about school hall upgrades, etc. Very obviously all targeted at the MC parents who were viewing along side us. Put the onus on me to get the best statement I could 'or they wouldn't be able to provide for her.' Ignored DD1 pretty much, while shaking the hand of 'Eleeeeaannooor' and saying 'let's see if we can find a school for you.'

MS 2 - couldn't fault them in their attitude. Waiting for DD1 at the door, led the tour by her preference, focusing on her. Asked me to come and meet the SENCO so we could chat about what she needed to make transition easy, etc.

MS 3 - very experienced with SN, high number of statemented children, aggressive attitude towards pursuing support with the LA, but I felt that the HT was a bit too 'knowledgeable' and had a 'been there, done that' attitude, so I felt she would think that she knew best for DD1 and we wouldn't have much say in her education there. Rightly or wrongly...we'll never know.

Special School - wonderful HT, totally focused on DD1 and assessing even as we talked. Totally unflappable. Safeguarding DD1 even as we talked - guarding table edges distinctively as she wandered around the office, etc. Using makaton as she talked, effortlessly including DD1 while maintaining dialogue with us.

Ironically, MS 1 is the school I've moved DD2 to, despite hating it for DD1 and refusing to even put it on my preference list when she was entering Yr R (the HT has changed, so perhaps that explains the difference now).

MS 2 is the school I've removed DD2 from. The HT changed the year that DD1 was entering YR R, so I dealt with the Deputy Head and the old HT when discussing DD1.

Thanks guys. Went to a 'progress meeting' today, ds is currently out of school and recieving 5 hours HT.

Seems they want me to agree to a reintregration plan to return ds to school, before a statement.

claw, forgive me if I've lost a few of the details in all this, but you know that his being out of school should be a separate thing (in theory) to your statement application, right?

They can't put conditions on you in order for your DS to get a Statement. He either needs one or he doesn't.

Are you getting any of this in writing? Could you email to clarify the current position that they want your DS to return to school before granting a Statement?

What stage are you at (Request, assessment, agreement to issue statement/NIL, proposed statement issued)?

Agreement to issue statement/NIL, they have until May.

They want the next meeting to be about a plan to return ds school, rather than 'just waiting for May'

It was all sprung on me, ie 'what is the plan'

Perhaps you could tell them you'd be amenable for the Statement to be expedited as it's so obvious that DS needs one and that way he'd be back in full time education before May?

DD1 had her statement within 20 weeks of my letter landing on their doorstep...it can be done.

proposed response -

You are awaiting their proposed statement so that a plan to school can be put into place. To do that you need a complete understanding of what support he needs in school and look forward to gaining just that upon reading the proposed statement from them shortly.

Do say the above with a smile!

They are putting the cart before the horse, and they know it. Once he's at school - they'll be in a position to issue a NIL & they know it. Out of school they HAVE to give him a statement or any Tribunal would spank them. Cheeky wot sits!

Lougle/Boc that is what is i did say i was waiting for a statement so a return to education would be possible. I was told a reintegreation plan wouldnt be part of the statement, so what was the point of waiting!

Apparently i am already totally aware of what ds's needs are and i should go off and find him school

I did point out that yes i was totally aware of what his needs are, what i was not aware of was what support a statement would offer. I was then asked what happens if ds doesnt get a statement. I said i would cross that bridge when i came to it and explore my options and was told i need to explore them now.

To be honest they took me totally by surprise, they wanted me to give them a return to school plan and a what was the plan if ds didnt get a statement.

I thought the plan was that CAMHS, ASD advisory and EP would provide a reintregration plan, regardless! Everyone keeps talking of this carefully planned reintregration ie CAMHS and LA EP, then sitting there gormless, all CAMHS would say was 'it needs to be planned carefully'

I thought the plan was to wait for the statement so i could find a suitable school and then make a plan to return ds.

Seems i am back to square one again.

Seems the 'carefully planned reintregration plan' is nothing more than returning ds to school part time, regardless of what support he recieves when returned.

Okay, could you say that as your DS has ASD you feel that it is important that he has consistency. You don't want to implement a plan now that could be changed by the issuing of his Statement, so you'd rather wait for his Statement to be finalised before you subject him to the stress of reintegration.

It sounds like they are aware that there is a plan to issue a NIL, or am I being overly cynical?

Lougle, he already has a NIL issued in 2010. I dont see how they can get away with issuing another, i was thinking more along the lines of a very crap statement. but anything is possible.

Everyone is agreed the longer he stays out of school, the harder it will be to get him back and this is being used to their advantage, rather than ds's.

Why does it matter if his NIL was issued then? This is a fresh assessment. They can still issue NIL. In fact, they can issue 100 NIL if the evidence supports it.

School have painted me as someone who isnt happy unless i get my own way ie went Tribunal and lost in 2010, then still applied again in 2012 as i just cant let it go and accept that ds is making progress. I am someone who exaggerates ds's difficulties, he is happy and settled in school. When the LA refused SA, i removed ds from school because i didnt get what i wanted. Ds is just being allowed by mum to get away with refusing school.

That is the picture that has been painted and i am well aware of that. I have to be very careful not to add any fuel to that fire.

I meant he has had a NIL since 2010 and hasnt been able to cope with the support of a NIL and has regressed greatly. So i dont see how they issue another.

' I was then asked what happens if ds doesnt get a statement.'

The only response to that is 'Don't be silly'.

Refuse to contemplate a non-statement. Don't discuss it. Don't show any concern that you 'might not get it'.

Use language such as 'when he gets the statement' and 'can the statement be put in place faster since his return to school will be dependent on the support written in it' and don't talk about crossing bridges when you come to them as you have absolutely no intention of any bloody bridges.

It doesn't matter how school have painted you. Just laugh it off 'well they would say that wouldn't they?' and refuse to elaborate unless you want to add 'given they have failed him so badly'.

Seriously, you're still a bit too defensive (and I DO understand why), but the less arguing and negotiation and discussing at this point the better. Disengage as much as you can. Answer with one word answers as far as possible. Nod, agree to suggestions then do what you intended all along. Answer the phone less. Answer the door less.

Hi Star, seems all the 'planning' has been left to me, i thought that was the whole point of the assessment process and involving all these 'experts'.

A senior SW turned up at this meeting, i had written to her again asking her to clarify exactly where we are at and to define SS role. She couldnt do that and was sat there questioning her own involvement and would 'have to get back to me'. Yet she was leading a meeting, where she isnt the lead agency or aware of her own involvement.

SW last week told me in writing we are at CIN stage, after completing sec 47. Senior SW told me 'she can find no record of sec 47' and it isnt CIN stage. She sat in the meeting stating from where she was sitting it was an education issue and then wanted me to make a plan!

Star refusing to accept the idea that ds might not get a statement is impossible because of how i have been painted.

So we are supposed to have this 'joined up' approach of a room full of people who have NO involvement with either myself or ds, apart from these meetings!

CAMHS are not seeing ds. school havent seen ds since October. SW hasnt even met ds or read a report.

So make a plan.

Plan:

To request that education hurry the feck up with the statement so that appropriate support will be in place to enable you to send him to school.

Once you have a clear picture of both ds' needs and the provision to meet that, you will be available to those responsible for delivery of that provision to work with them to support them building your ds' confidence in them and engagement and are sure that as a team you will be able to ensure that ds will be able to return to a suiltable educational setting in a timely fashion.

In the meantime you will expect the HT to tread carefully as to not damage your ds' perception of school personnel, and you will support her in this.