Proposed Statement - any help appreciated

[sweetteamum]

Ds's proposed statement has come through. I'm not very good at reading between the lines and picking out the bits that need questioning. I'd really appreciate your help. Thanks in advance:

Ds is year 6, is age 11 and has PDA, ADHD, dyslexia, fine motor difficulties and anxiety issues.

Objective -- to enable ds to make appropriate progress within the national curriculum (with a particular focus on literacy development)

Provision -- info to be presented visually and verbally where possible. The use of pics and symbols as well as the visual representation of words could help ds frame info and make new (simple and linear) so as to minimise the need for scanning.

Info to be concrete rather than abstract.

Presenting info in manageable time periods (eg 10-15 mins then a break)

Multi sensory approach to learning ie accessing the visual, auditory and kinaesthetic senses concurrently to enhance learning.

Access to profs who are experienced with working with students with additional needs, including those linked to asc (including language, communication and anxieties), ADHD, literacy and coordination.

Objectives -- to use strategies to support difficulties with attention, concentration and listening.

Provision -- ds will require prompting both visually and verbally so that he remains on task. Reduce oral info to small chunks with teaching staff ensuring his attention is focused when giving instructions, and frequently checking understanding of new info.

Allow ds to take frequent breaks from working eg low level physical activities that do not involve info processing.

Allowing ds extra time to process info.

Ensuring ds has grasped explanations and instructions eg by asking him to relay these before task.

Classroom could use multi media tools and creative methods to enhance ds chances of processing, storing, retaining and retrieving info.


Objectives -- to communicate and manage his anxieties, increase his confidence and improve his self esteem

Provision -- staff should capitalise on ds ability and special interests throughout the curriculum, this will provide further opportunities to build up confidence and self esteem.

Strategies to promote calm and general well being to help reduce ds anxieties.

Regular time set aside to speak to a named adult about areas of concern, difficulty or success.

Building up positive and trusting relationships with staff eg ta/mentor so that he can openly express opinions, explore feelings and consider useful strategies, resolving and difficulties in an acceptable manner.

Objectives -- to conform to normal routines and behavioural expectations in school.

Provision -- for ds to learn coping strategies for situations where his wishes are frustrated and to develop him ability to manage negative emotions.

Instructions shod be given in a non confrontational style. Choices should be given to ds so that he feels in control of the situation.

Access to strategies to assist ds when facing stressful situations.

[MyCatIsFat]

All you need to do within the 15 days is to make clear to the LA that you do not agree with the Statement and want amendments made.

That's all.

They then have to negoiate those amendments with you over the following weeks/months / years until another Propsed Statement is issued by them and the 15 day deadline starts again. i.e. repeat from the top.

[sweetteamum]

Oh, that's good then.

I'll send their Rey form that came with it all. I'll simply say I do not agree.

So at this stage I don't have to have a meeting with them then?

[MyCatIsFat]

Once you've returned your form they'll invite you to meet them and tell them what you don't agree with.

[StarlightMcKingsThree]

If you meet with them though you reset the clock. TBH, given the time frames and the changes coming I would try and get this done as quickly as possible.

You'll feel desperate to 'get it right' but you honestly will have opportunities to refine, and then refine some more, and even completely change your mind if you need to.

Try and rewrite within the 15 days simply because it is efficient, not because it is your only chance. If you can't, send them a response saying that you think their statement does not adequately describe needs and does not specify provision as it is supposed to so you will be sending your suggested changes asap.

The worst that can happen is they finalise the statement in order to fulfil their timeframe obligations, but if you immediately put in an appeal the whole things stays 'open' for months and you can negotiate right up until the hearing date.

[sweetteamum]

Ah I see. So I'm better to meet with them. To reset the 15 days.

I've had to put it down for tonight. My head was going to explode!

[sweetteamum]

I'm more confused than ever now!

Just got off the phone to ipsea and they seem to think its a detailed proposed statement.

Yes, there's things I need to get added in, and it needs to be specified and quantified, but on the whole they said it was more detailed than some they've previously seen!

Would anyone be prepared to send me a copy of their finalised statement?

[MyCatIsFat]

Try SOS!SEN

It may be full of detail but it's meaningless detail without quantified and specified support.

Or try IPSEA again and see if you can get a more knowledgeable helper.

This is why I gave up using charities for advice and got myself an SEN specialist solicitor,

[StarlightMcKingsThree]

It does have a lot of detail. Much of it irrelevant and it isn't specified which is key.

That it isn't as bad as some is not a reason for lowering your expectations for a decent document.

[Bilberry]

I didn't get right through your reports but those first three statements of the school's makes me sad. Why is he like that? What have school been doing so he feels that way? It reads like the school have failed somewhere.

I also love that he was late because it took so long to do his hair! Well, if they did ask!

[Bilberry]

Oops, didn't realise the thread had moved on. Will read the rest now

[sweetteamum]

Thank you all. I do know it still needs work and I will certainly be using all suggestions suggested here.

I'm by no means going to lower my expectations and have already booked another call back for Friday! :)

If anyone would like to see it and feel they could advise on 1 or 2 points then I'm willing to email the copies I currently have.

[sweetteamum]

He's very obsessive about his hair and if it's not perfect then he won't leave the house! Like you say, they did ask lol ;)

[MariaNotChristmas]

Background
Ds is 11 years old. Lives at home with x, y, z.
Ds has been dx'd with ASC, specifically PDA
Been seen and discharged by Camhs in 2013

The first line is ok.
Second line meaningless, and incomplete: DS HAS an autism spectrum disorder, PDA, ADHD, anxiety, unstable moods, violent episodes, low confidence and sleep disorder.
Third line is irrelevant; He is currently under care of paediatrician x at service y with follow-up (annual, or whatever).

[MariaNotChristmas]

Looking at original post again.
DS HAS
an autism spectrum disorder, PDA, ADHD, anxiety, sleep disorder (list the confirmed medical diagnoses)
with unstable moods, violent episodes, low confidence (important related issues that aren't inevitably present in all dc with the above diagnoses)
He also has dyslexia, impaired fine motor skills [insert speech/language/ OT/ ed psych/ sensory stuff if major and diagnosed impairment]

[MariaNotChristmas]

He sounds too complicated for a typical mainstream to do anything other than make his life experience (and education) a whole lot worse.

Sorry if that's not what you wanted to hear

[MariaNotChristmas]

OBJECTIVES
"To conform to normal routines and behavioural expectations in school"




PS There are said to be a few secondary mainstreams who somehow make themselves accessible to dc with this profile (and I've not heard of one yet, though I've been actively on the lookout for years)

[StarlightMcKingsThree]

That may as well read:

OBJECTIVES:

To be normal!

[StarlightMcKingsThree]

I think the first line is irrelevant Maria.

He will not be 11 for the duration of the statement. Living at home is also irrelevant. Where else would he live?

I think the first sentence or two, being the first and possibly only thing professionals read when they first are introduced to him need to set high expectations as well as indicate that those high expectations are of them rather than the child.

[StarlightMcKingsThree]

But I agree that you should probably be looking at specialist provision.

That is not because your child cannot cope in mainstream, but because mainstream cannot cope with him, or more truthfully, will not cope with him under the current challenges, priorities and changes on the horizon.

The system will fail your child. Your child is not a failure.

[sweetteamum]

I really do appreciate all your help, advice and suggestions etc.

I'm trying to gather as many "needs" out of the appendices that I can. I'd appreciate and help on changing or rewording for the proposed changes I'm going to make. Here goes:

EDUCATIONAL PSYCHOLOGY ADVICE

Communication skills - Ds gave little eye contact when we first met.

He initially presented as being reluctant to engage eg hands in pockets and generally appearing laid back - this could present as a little impolite to adults who are unfamiliar with him

Some potential difficulties with language skills were observed eg Ds seemed to find general questions difficult to respond to eg how do you get on in school and what happened on your birthday, and required more specific questions

Ds tended to respond briefly to questions and prompts were necessary for him to expand on his comments

There was little two way conversation or interest in my comments. Instead he interrupted and brought the topic of conversation back to himself

School staff added that Ds often looks past the person he is speaking to ie avoiding eye contact, and that he doesn't grasp sarcasm, and becomes annoyed about this.

In addition there are times when Ds smirks which or course could be interpreted as cheeky, although school staff do not believe is the case. And of course, this could result in difficulties when he is with other children, or adults, who are unfamiliar to him

Approach to learning - school staff report it is necessary to break down tasks for Ds in order to support his organisation eg to clarify what needs to be completed first, next, etc

School staff added that he likes to have order within the class and that he will impose his own order at times. Similarly, he hates to have breaks in his routine.

It is thought that Ds tendency to distract others in class eg via making silly noises, flicking the rubber off the desk, flopping across his desk etc may be a strategy to avoid tasks which he finds difficult or not particularly interesting

Ds dislikes having to complete a lot of writing

Ds dislikes having support in class

Ds is very caring towards others at times, especially to lower ability children

Ds parents report that they use picture cards and lists to help him with the morning and evening routines, however, in line with his recent diagnosis he avoids demands and, therefore, such tasks can take a long time

Ds was very keen to be informed of how he was doing, although frequently commented on how poorly he was performing and often commented that he wouldn't be able to carry out tasks before attempting them eg making comments such as I've not a clue, can I give up, I'm failing, I've done better before.

There were occasions when he was able to succeed following encouragement to persist, rather than to give up, on a 1:1 basis

Ds word reading was assessed using BAS3. He read the initial items fluently ie those consisting of high frequency words and simple words. However, as words became less familiar, he began to read more slowly eg with words like building, babies, climb and piece. Again Ds seemed to be concerned about struggling with some items eg saying I bet I'm only up to aged 7. Ds gained a borderline range, between low average and extremely low

Independent writing - initially being reluctant to produce a piece of independent writing, and protesting about this, Ds was persuaded to do so.

Objectives

To make appropriate progress within the national curriculum. With a particular focus on literacy development

To respond positively to adult requests in school

To communicate and manage his anxieties effectively

To conform to normal routines and behavioural expectations in school

To manage changes in routine effectively

To use strategies to support difficulties with attention and concentration

To recognise his skills, achievements, progress and qualities

To become less dependent on additional adult support as time progresses

To make a successful transfer to secondary school education

It will be necessary for the above objectives to be broken down into smaller, manageable targets for Ds to achieve

Provision

Education in a setting with a positive and inclusive ethos

Access to incidental/peripheral adult support as necessary

Access to small group 1:1 support as necessary

Access to professionals who are experienced and qualified to work with students with additional needs including those linked to ass, including language, communication and anxieties, ADHD, literacy and coordination

An understanding of his strengths and areas of difficulty, and a shared and consistent approach, by all those who teach and supervise him. Of course, this would also involve staff being aware that some of the behaviours engaged in by Ds eg reluctance to comply, reluctance to give eye contact at times etc, may be linked to intrinsic difficulties rather than to deliberate oppositional behaviour

Attention being given to the amount and frequency of homework ie the usual amount of homework might raise Ds anxieties and result in behavioural difficulties

Seating in a low distraction part of the classroom - if helpful/when possible

Arrangements to leave the classroom/work in an alternative setting when he finds tasks too challenging

[sweetteamum]

SCHOOL ADVICE

Depressive personality - has a number of negative feelings

Ds has a negative attitude to learning. He believes he can't do/isn't good at anything. He will always say he will fail before he starts

Child's own view of progress - enjoys maths and lives to prove his improvements in tests. He doesn't believe he has ever got any better than when he was 5 years old

Speech and communication - articulate when calm and happy. If angry or feels someone is doing him wrong he can't verbalise and just repeats his view often referring back to past events

Little reasoning skills - everything is black and white.

Obsessively organised about how his desk looks and his work layout but poor skills regarding homework - doesn't complete or hand in

Close group of friends and mum reports that he has many problems at home and is very aggressive towards family members

Classroom behaviour - makes silly comments, shouts out, fiddles with equipment

Playground behaviour - can become frustrated when games are not going his way

Relevant school factors -

Aggressive tone
Argumentative
Dips in personality - high, happy, low, depressive
Obsessive
Narrow minded - blinkered view
Negative feelings

Relevant home factors -

Aggressive towards older sister but recently become physically aggressive towards mum and dad.

Issues with punctuality - very often late and gives reasons like "it took me a long time to do my hair"

Child's main area of difficulty -

Literacy
Handwriting - spelling - comprehension
Socially
Dealing with change (teacher/routine), wanting own way, unable to control what he says, no idea of boundaries

Child's rate of progress - improved results when provided with support to help him focus and work with him on literacy tasks

Aims of provision - 1:1 support for lessons that are literacy based. Interventions to support gaps. Social - needs supervision in all sessions

Current provision - 1:1 support - 25 hrs. Every session supported. BIT support for behaviour

If supported in class he can access all areas of the curriculum

Needs clear routine - warning of changes etc

Removal from class with 1:1 when necessary

Beat dyslexia/nessy

Opportunities to have talk time first thing in the morning and straight after lunch as this gives him an opportunity to talk about issues rather than sitting on them in class

Physical environment - desk space needs to be clear, needs to be near the front. Needs to be directed to the board

Need for staff advice, training and support - ADHD training, dyslexia/dyspraxia training and understanding of PDA

Ds own view was that he wanted someone to help make sure he was concentrating

[sweetteamum]

MEDICAL ADVICE - community paediatrician

Ds diagnosis is ADHD and sleep difficulties

Symptoms within these groups include a short attention span, restlessness, being easily distracted and constant fidgeting.

Treatment is behaviours management strategies with the addition of medication

Medication is concerta xl in the morning (36mg), and melatonin (8mg) at night

Attention difficulties and concentration problems

Impulsive

Aspects which may affect progress in school - Lack of concentration can affect learning and achieving potential

Suggested approaches/guidance in school - Needs more specific attention and small group learning, medication and behaviour management to help in education

Consequences for advice - supervision

[MariaNotChristmas]

DS HAS
an autism spectrum disorder, PDA, ADHD, anxiety, sleep disorder (list the confirmed medical diagnoses)
with unstable moods, violent episodes, low confidence (important related issues that aren't inevitably present in all dc with the above diagnoses)
He also has dyslexia, impaired fine motor skills and [insert any extras]

He has normal intelligence and, with suitable support, can access the whole curriculum and make good progress.

Star is correct, as ever, about the first line being drivel too, but sometimes you have to let something minor slide, to retain goodwill .

Get the first few lines of the statement right, and the rest of it stands a bit more chance of being read. I suspect most mainstream statements are briefly scanned through by the senco but then go straight into the school file and only ever come out again for the annual reviews.

[MariaNotChristmas]

A child's ADHD medication isn't an educational intervention (much as though I advocate for the benefits of addressing persistent and disabling symptoms of any disorder, be it asthma, adhd or tummy ache).

Drugs have no place being something that the LA is mandated to provide. It's one of the few things that rightfully belongs only in part 5.

[sweetteamum]

Thank you.

So I need to get the named medication removed then?