Further to my thread in chat..

[RevoltInParadise]

Anyone else had a child who was doing well, achieving (and therefore had no problems ) etc and the. Start failing once they got into juniors?
Is that a known thing?

Ds has ADHD and was doing well, but in the space of a few weeks (since last parents evening) has stagnated in his reading and is not making his targets and progress in maths. In one lesson he failed to even write the learning intention or date. :(

So talk me through suddenly having a non achieving child who we actually thought might be hfa. (Awaiting asd assessment)

Is this our fault?m(the school is saying it is as he is apparently too aware of his condition, despite us never actually telling him anything about it) or is the school failing to meet his needs?

Thanks for the links polter.

Thanks Agnes. Sorry w are not the only ones in this situation.

I think we're in the same sort of situation - DS is in Yr 3 and has fallen in level since the Yr2 SATs. I think there's quite a big step up in workload and expectations, and I do wonder if some children, especially some with SENs don't respond to that well.

TLS in our case it is the school which has not responded well, in effect refusing to provide a differentiated / individual curriculum for DS. The EP has supported that we are not asking for anything unreasonable - if DS cannot access the curriculum set for the class the teacher must set an individualised one for DS for the level he is at and based on his next step targets.
Our class teachers cannot seem to get their heads around this - they seem to think he can't have a target about writing a sentence if the other children are working on speech marks, or on mathematical language / word problems when the other children are working on fractions.
They expect his 1:1 to just pull out of the fractions topic something relevant for DS, even if there is nothing relevant and its not the right next step for him.
Its very frustrating and as you can see we have given up and are moving to a school which we hope will 'get it'.
It took me a while to realise what was going on as they would set IEP targets and happily agree everything - then I found out none of the class work set related even vaguely to the targets we had agreed but was just what the rest of the class was doing.
The main curriculum meets the needs of the middle 80%. The top and bottom 10% (gifted and SEN) need something different and in some cases highly individualised. And the schools are supposed to provide this, although I spent most of last year providing it myself.
DS is actually learning at a fast pace at the moment when we teach things that are the right level, in the right order, for the right amount of time so it is not him that is failing, but the school which is failing him.
Blaming the child for falling behind is a total cop out by the teachers!

I get you Agnes, and totally agree - I'd never blame a struggling child for falling behind. In our case DS struggled with the step up in workload but is getting support from his teacher for that, including work and learning methods suited to him, but it sounds like your DS's school are failing him. His teacher really should be differentiating and providing work suitable to all abilities in class.

I've just looked up DS's IEP too and his targets include writing whole sentence/s and remembering maths terminology, and I know others in his class are working on much more advanced things. I hope you get better support from your DS's new school.