Anyone had a positive experience with LA & statement process?

[MadameSin]

... that's it really. I generally read bad things about this process and the people involved with it. Wondering if I should expect the worse ...

There are two sides to everything so I am looking at our process positively although boiling mad.

You get more support, more assessments, more work actually done for Dc more of everything. Whoopee.

It makes people do their jobs. Good. Just be assertive.

I would say go for it everytime even though boiling mad. Anger drives you on. Go for that positive outcome you will get there in the end. The way I am feeling - I will go all the way to The European courts of Human Rights!

Good luck with it.

I think people seek support and advice when things are going wrong so you're more likely to read about how awful things are.

I think though that things ARE tough and getting tougher. It's always much worst when there is a TRUE mismatch between parent and school expectations. For a very disruptive child, often parents and schools will be on a similar page.

So, I suppose looking at behaviours. If challenging behaviour is a problem, schools and LA will often find funds. However if Learning behaviour is the problem, it will often be a bitter fight.

Similarly if the behaviour is external or internal. Anxiety for example, is also far down the list, but aggression is funded iyswim.

Families with very disadvantaged backgrounds or parents who refuse to accept there is a problem seem to get an easier ride. If the parents look capable and especially the type who will self fund or home ed rather than see their child fail then LA delay as much as possible. But I have seen families with denial issues and limited ability to cope get dealt with properly. Sorry that's about the only positive stories I can think of. Probably because letting the family free fall would cost more.

Our LA was very proactive about statements for the boys, right from the start. I know people who have had a fight on their hands if they want more than they standard support in mainstream, though. I'll get back to you on that one in 3 months or so.

Not had a good experience personally, and know of lots of other bad ones.

However, also heard lots of stories of amazing schools who, without even being asked, have done everything possible for a dc. Outreach teachers who've put their jobs on the line to advocate for especially vulnerable children. SEN officers who've pushed and pushed to get parents-in-denial to accept much more help than they think their child needs.

Hope for the best, and prepare for the worst, giving thanks whenever it's due. Smile and be graceful to everyone you meet on the way. And if that fails, try St Jude, patron saint of hopeless causes .

In truth it has been pretty straightforward with dd2 as soon as she was diagnosed with autism the ed psych said she would need a statement and she is due to start at ss in september

Tbh it's not the LA or the statementing process itself but the NHS, LA EP, & schools that have spectacularly failed my lad on several occasions.

My experience of statementing turned out to be very straightforward.

The LA agreed to assess and then agreed that ds needed a statement. The statement included the right help for ds, and that help has so far been provided.

Sadly so much seems to depend on where you live and which individuals are involved in the process.

In all honesty, I think if the child's needs are glaringly obvious, well documented, fairly straightforward to address, and map neatly onto existing provision, and unanimously agreed by the parents and all the various professionals, then there's only the resources barrier.

Resources vary from place to place, and can slow things up a bit, but in general, with the above picture, the path to a sensible statement and appropriate provision will usually be pretty good. It's more likely to fail with the more complex dc, the ones where there are different opinions about needs, or those where the local off-the-shelf options don't work.

Maeeya that was the case with dd she was luckily diagnosed young and the borough has the perfect school

I think autism is a particular problem so can pose a particular battle in terms of statementing, as the jury is out as to how effectively children who are significantly affected can be included within a mainstream setting.

The usual LA model of statement and TA seems to completely fail children at the so-called 'higher end' of the spectrum who really don't want to have their differences highlighted and are subject to the 'he looks alright to me'mantra until they do something wrong or inappropriate or can't do something other children can. Their needs are seldom proactively managed and their needs, if they don't result in difficult behaviour which affects others, will often be overlooked.

I also think how difficult the process is can depend on how much specificity you demand in the statement. If you want a legally enforceable, lawful statement with quantified and specified provision so that you can access OT, SLT etc, you will probably have a battle. If you are happy with vague 'access to', 'opportunities for' and no external input from professionals, you'll have an easier ride.

Similarly, if you want the provision to be effective and objectively measurable (I.e. you want it to demonstrably result in progress) you'll have a tougher ride. The system isn't geared up to prove its interventions are working.

Dyslexia is another area of need that some LAs (certainly my LA!) are not equipped in any shape or form to deal with especially if there's no existing understanding or provision within the LA. With my LA, they will try to stuff a dyslexic child into an existing provision for another condition and then not address the dyslexia at all. I liken it to putting a vision impaired child into a school for the hearing impaired, and then telling the parents 'what's the problem?' and telling the child 'what's the matter with you, just get on with it'.

Thanks for your experiences ... seems to vary from need to need. So far LA have been straighforward, just the school a bit tricky .. but will try and stay on side. Watch this space!

My experience with DD1 was very positive.

June 2008 -She started preschool with no identified needs.

8 school weeks later (6 weeks before summer break, 2 weeks after summer break) the preschool raised their concerns.

A week later they had the Area Inco come and observe her.
1:1 started the next day with an agreement to backdate funding to that day.
3 weeks later DD1 fell over spontaneously --> hospital
Investigations (CT, ECG, 24 hour tape, etc.) all clear.
EEG showed epilepsy.
MRI showed brain malformation. This takes us to April 2009.

August 2009 I decide Area Inco is dragging her heels and on 1st September apply for SA myself.
20 weeks later I had a final statement and Special School named.

No fuss, no nonsense, once I got to LA level. If DD1 hadn't fallen over and had her medical issues diagnosed, prompting the MRI, then she probably would have been marked 'developmental delay' with behaviour and I expect I'd struggle more to get help.

DD2 is almost 6. We saw a pead in January and still haven't seen the OT or SALT yet