Another WWYD [smile]

[KOKOagainandagain]

Now that Star is more or less 'sorted' can I please share my current dilemma with DS2?

DS2 is 7 and has DME (ASD + 98/99th percentile) but is underachieving badly (but with average NC levels) in his current m/s, largely because he is lacking any NT social desire to please. At the same time he is capable of being damaged emotionally and psychologically if this is not well dealt with and there is evidence that he is becoming more anxious - consultant comm paed report says he 'trembles with anxiety' when faced with questions he can't answer (like what makes someone a friend) but is quite happy doing his own thing.

I have just applied for SA, refusal, appeal, meeting to improve provision. Not holding my breath.

I spoke to the head of a HFA free school that opened in my LA in September. She said that all the DC currently there have statements but that it should be pretty clear-cut now that he had been diagnosed (!). She was more concerned that the places would be filled if I didn't act quickly. She said that she could offer DS2 a place at the beginning of year 4 although they don't currently have a year 4 cohort. She asked would I like to visit and urged doing it sooner rather than later. However she did also say that she had no ability to select pupils who are placed there by the LA. The LA person placing DC is the same person who DS1's case was passed over to when it became a 'tribunal' case.

This got me to thinking that despite not knowing anything about this school (except that it may not be suitable at secondary - can only access the NC by leaving to attend classes at sister m/s) it could hardly be any worse and at this stage the only alternative to leaving him to rot is to go to tribunal for refusal to assess and then appeal 2, 3 and 4 and fight for an indi place now. Same school as others on here. LA would fight all the way.

On the other hand, if the head of the ss is willing to support DS2 getting a place this could make things 'easier' in terms of getting assessment and statementing. I was thinking that the timetable of the head was rather optimistic but she may be willing to give a place to DC that are in the statementing process.

atm I don't know how persistent his difficulties will prove to be and what impact and how persistent sensory issues are. I would prefer m/s but not at the cost of his mental well-being. If he would not be able to cope with m/s I would appeal at secondary transfer.

Am I just wishing the fight away?

tia

Blimey. We're all at it!!!!!!! My head hurts just thinking about this and it was pretty painful before.

If you get an independent now, would you have a better case for a different independent secondary school later?

If I fought for indi now, he would stay at the same school til 18. Full NC plus American Diploma plus 100% uni success rate plus the London based school runs programmes for the 'quirky but gifted'.

Because it is a very small ss school I would not want to take the risk of moving him unless it was a m/s indi or grammar and then only if he was able to work to his potential in the ss and this would not stop the second he left.

Do you imagine that the problem would be transfer to indi ss from state/free school ss at secondary unless it was absolutely clear that he could not cope with the duel-placement (ie failure)?

I went to look at a school just like the free school you are talking about and in primary they are in asd school then can access mainstream next to the school at secondary. I was very impressed as the school was just so geared up to asd kids and I would have sent my son there. When it came to secondary, if the child was struggling to access due to anxiety then they could remain in the special school side and teachers from the mainstream would come to the special school as well. Maybe ask if this could be the case there, that at secondary they don't have to be in the secondary full time as such

bjk - that begs the question why you didn't send DS there? No SALT/OT/unsuitable peer-group?

issuu.com/samward/docs/churchillspecialfreeschool

Do you mind looking at this? The provision at KS2 and KS3 makes me wonder if this is really aimed at HFA and how the hell DC would ever be able to access GCSEs if they have not encountered the subject before. But the academic expectations at KS2 are levels 3 - 5.

I am so confused.

Oh, it also says they will eventually take up 70 pupils which makes me fear for OOC indi ss for DS1. At least if DS2 attends this is one less place to bring him back to... then again, if DS2 attends this might strengthen the argument at DS1 should too ... argh - now my head hurts.

I'm new to all of this KeepOn, and I'm not quite sure I follow what you are asking, but I have actually looked looked at the same HFA free school you mention in your post. I think the major dilemma for me would be that it is all so new. It sounds excellent and should in theory allow access to classes at the ms school it is linked to. But until it starts operating I would be so wary of trusting that they will fulfill their aims.

I do know someone else who is considering it for their DS with ASD - for his GCSE years.

perchkin - did you visit? The head said they have 14 DC atm. I too am used to there being a huge difference between what is written and what actually happens and I am very wary that this is actually no better than the majority of ASD units attached to m/s. Only time will tell. Having nothing previously in county can make you desperate to accept a school despite it not being suitable.

Gosh my head hurts too pondering this one! Especially as I'm trying to be objective, not biased!

A serious problem with moving DS2 to the indie ss at secondary level is that, quite simply, it may be oversubscribed by then. It has filled up fast - particularly in the last year because of numerous "wins" at Tribunal. I believe they are nearly at capacity, and they have stated that once they hit capacity, then that's it - they're not expanding. I do not think many (if any) places will be "freed up" from children leaving - particularly at secondary transfer time. Parents will not be moving their DC from this school.

I am a great believer in this school, so I am very biased! I know what I would do.

As for indie mainstream - the only one in your county I would (and did) consider is Stoke - which has a very good reputation locally for SEN.

I doubt that Stoke would accept him unless he can be persuaded to stay in his seat and concentrate rather than complete disengagement. Plus, there are the blazers

The LA used to lose OOC Indi tribunals because of no local provision. The fact that the LA person placing DC is the same person that conceded at hearing makes me think they will be less likely to concede. Similar distance, small groups of no more than 8, quarter of the cost etc. Much harder battle.

Maybe I should treat KS1 to KS2 as a 'transition'. I worry that as we approach secondary transition that this will be seen as an excuse not to place him earlier. It is 'expected' that some DC drop out of m/s at these stages.

I love the blazers! I'd have one myself

Hmm - it's difficult. But the lack of knowing what would happen at secondary would worry me now.

On the positive side, the LA do have children at this indie school. So there is a precedent that this is the accepted, tried and proven school?

over the blazers

At tribunal, before conceding OOC, the LA offered Stoke and then CA but that was before the free school opened.

I wonder whether the DC have been placed there after losing tribunal.

Hmm I really don't know what I'd do in your shoes. I am biased so my opinion is no good whatsoever!

I wonder whether the DC have been placed there after losing tribunal.

Do you mean indie ss and LA loosing? There's some where LA conceded (but some years ago - not recently)

The sheer unknown element of this school for DS1's age would be enough to make me wary. There's no track record. No stats. No happy customers - or unhappy customers, if it comes to that and no OFSTED, which, however meaningless, do pick up on issues like kids spending too much time twiddling thumbs (in DS1's case it would be far more than thumbs) while an overstretched teacher goes around the class.

Being split across two situations adds stress to DC with anxieties around transition. If taking lessons in mainstream doesn't work, for whatever reason, would they still receive an appropriate breadth and depth of teaching by the "visiting" teachers, or would it be death by worksheet?

And the track record of free schools hasn't been all that great, so far. So many of them have been all about hot air and shiny ideals, none of which have materialised into anything approaching an adequate education for their intended intake.

TOWIE - I was actually wondering whether placement in the free school followed loss at hearing where parental preference was Indi.

Your comments are very useful though - I assumed that my LA always had to concede because they were so crap! Perhaps my case for DS1 was actually quite strong. In different ways, DS2's case is even stronger. Thanks.

no, most from your LA are fights to the bitter death (but I'm not sure if that's good or bad news for you!)

TOWIE - believe it or not, that is actually good news (this shows how very wrong things are)

Our - thank you for pulling me back from the mesmerising brink

Hi Keep - just logged on.

So they aim to have 70 pupils, with up to 15 places for children without statements - either with dx, needing a language boost, or undergoing SA.

KS2 end NC levels are expected to be Level 3 to Level 5 - so basically, they're expecting to take children with either LD as a result of their SLCN/ASD, or pure SLCN/ASD with no LD per se. They're not interested in children with SLD or even MLD, really, with that level prediction/aim for KS2. DD1 is classified MLD and is seen as one of the most able children in her cohort. She's predicted 2A at her very highest score for KS2, so wouldn't get in at this school.

I wouldn't be so bothered about the no track record - someone has to be the first cohort, at some point.

I like that they're looking to make their staff group a mix of skill sets - they're making sure they're having subject specific teachers who have exp of SN, rather than having SN teachers who have to try and gen up on a subject.

I note it's music/drama heavy, so you need to think whether your DS would engage with that.

It's interesting that they're a TEACCH school, but use Instructional Learning in Key Stage 3, which is more ABA style, I think.

I also notice that the child must be 8+ to apply - I take it DS2 will be 8 by September?

Lougle - he will be 8 in April.

Well that hurdle's gone, then

No Keepon, I haven't been to visit. I had a look at the website, and have requested more information, as I am seriously considering whether the school my DS is at can support him (he had a fabulous nursery and reception years, but a disastrous Y1 so far :().
I don't think, at the moment, that my DS needs a special school. Having said that, I am well aware that things could change as he gets older and also that we may simply not be able to find the right mainstream school locally. So I'm doing my research now so to speak.

Interesting that Stoke College should be mentioned here as we are going visit and look around (and ask lots of questions) next month. It's a serious contender if we decide to move DS.