hitting rock bottom at school

[thedevilinside]

Just received DS's (8) end of term report. His behaviour is unacceptable (no qualification as to why) His attendance is unacceptable (because he regularly refuses school through anxiety). He has made zero progress in writing since reception(still on P levels). He is falling further behind in maths and reading. He made a new friend this year, after they partnered him with a particular boy (talking partners and sitting together at DS's workspace) Next term they have been split up, despite me requesting they stay together. He had been invited for his first ever playdate with this boy.

He has a statement, and an ASD/ADHD diagnosis. LA refuse to fund a special school, the local NAS free school came to view him and said he was fine and settled in the classroom and wouldn't give him a place. All the other special schools say his learning difficulties are not severe enough. Can't even take the LA to a tribunal as I have no idea which school, if any, would be suitable

Is his statement being adhered to?

Does he have hours specified for one to one support?

Have you googled independent special schools in your area to see if there is anything suitable for your Ds?

Sorry that was a bit abrupt!

Sorry you are having to deal with this.

My Dd3 also school refuses due to anxiety, it is always due to her needs not being met at school. She doesnt have a statement (yet) and school dont listen to me.

It certainly sounds like something is seriously going wrong for your Ds and it isnt his fault or yours!!

Do you think the report is a fair reflection? If not challenge them to detail in writing exactly how they have come to those conclusions. They need to provide evidence of what they have done to try to help him to progress. Which particular incidents have occurred and what documentation they have about each one.
Don't just accept what they say if you have seen progress.

Your best route to change may be via the annual review - when is his next one coming up?

We were certainly able to use ds2's to say nothing in the statement was being met due to anxiety (school agreed with us) and argue for change of placement. It is much easier when school agrees with you. It is clear your sons needs are not being met currently so the LA should either put in more / different support at current school or provide a new setting.

Very late in the academic year to expect any worthwhile changes now but it is worth asking for a meeting with the SENCO and his new class teacher before the end of term to make sure that things improve next year.

Tigerlight I don't know if the report is a fair assessment, they never tell me that his behaviour is unacceptable, they always say he's fine as soon as he gets through the door.

They don't seem to care about the school refusal and have done nothing to help, I even have photos of him up a tree that he climbed in order to avoid school.

Annual review is next week, so I am hoping to have everything clear in my mind and written down before then

Tell them that you expect to hear about every incident of bad behavior in future. They should be documenting this with something like a STAR analysis so they can identify the triggers.
Also ask them to detail specifically what he should be able to do for his age in the different subjects. Sometimes it's just that they can't get the knowledge out of the child rather than the child not knowing it. Unless you know what he should be doing you can't tell if he is behind or not.

Good timing for his AR, in that case.

You need them to clarify
-in what way and when is his behaviour unacceptable
-what have they tried, so far to address this
-what was the outcome
-what do they plan to do in future to prevent him from reaching the point when his behaviour becomes "unacceptable".

If they start to talk about consequences, punishments etc, then make it clear that, not only will he not relate this to what he has supposedly done "wrong", it's tackling the problem at too late a stage. What are they planning on doing to prevent him from reaching a stage when his confusion, anxiety and anger become too much and, if he reaches a point where he does become unsettled, what do they plan to have in place in order to help him to compose himself, again.

It would be helpful here, to have some examples of what you do at home eg quiet space, a walk around the block, something to fiddle with.

And, of course, if all this stuff is in his statement, anyhow, whack them around the ears with it and why the hell they aren't doing it already!

Do you have his IEP? What ate they supposed to be working on and how is it going? Make sure they are putting efforts in to working on making progress not just leaving it to your child.

I would focus on the fact that he is not making progress- this is very significant.

Is he making progress in any area of the curriculum?

We havent had any help with school refusal either

We never see any evidence of targets being worked on and Dd3 says they are not!

I would be asking school for evidence of what has been put in place to support your Ds!

He made lots of progress in year two in maths, and in year three has fallen from just above the bottom line to just on it, level 2B. Reading he has remained on a straight line since Year two, but this is below the bottom line (ie where he should be) - currently 2C. Writing no progress since reception, the line hasn't even moved, so W levels

Who will be at AR?

Who are you taking?

What are your DS's views of school?

For starters, you have lack of progression and worse still regression of learning. How are they addressing these issues?
What sensory issues does school bring up for your DS? Have these been dealt with? What emotional support is in place? What training/expert input have staff had? Is there a home-school diary? What OT input is there? What social skills groups have they provided?

Have you visited the free school? Have you spoken to their Head? What does your local autism group say?

Sadly, you have to hold the school to account and make an unearthly fuss - they are failing your child. Never mind your DS's behaviour, theirs is the one that is unacceptable. You shouldn't be hearing this in the end of year report, you should have been kept informed throughout the year.

If he's not making progress and is falling behind, then the school is not meeting his needs - even more so if they can't cope with his behaviour. Make that point repeatedly at the annual review and ask whether they will support a move to a special school.

In truth school may well have done you a favour because, although it was unpleasant to read, having your son's difficulties written down is evidence that the statement in its current form is not adequate. ds2's four exclusions were translated into "It is fair to say ds2 has had a mixed year" by his teacher. Luckily, his HT was rather more honest about the situation!

It does sound to me like the school aren't meeting his needs, hence the behaviour and the school refusal. From what I know though, 2b is where the children should be at the end of year 2 so to me it would seem he's behind, especially for the writing as a w.
If it was me I would be concentrating on them not meeting his needs, as others have said including the sensory issues, behaviour which is probably his fight or flight response and general confusion within school. Lea will not usually look at special school unless current one says can't meet his needs. We have recently been through this and had to have two annual reviews so they could put in place other stuff to prove it didn't work before agreement for a move.

Thanks for all the replies, Schoolsoutforsummer the head of the local NAS free school send a member of her team to view my son. It was reported back - verbally - that he was settled in class and engaged in the lesson and therefore, not suitable for the school. We have asked the head for this to be put in writing, but she has, so far, ignored the request. I have googled local independent schools, but none of them seem to cater for SEN

I really would be knocking on the free school's door - asking for an interview and visit. There is no point fighting for it, if it is no better a fit than where your son is now. Sometimes seeing another school helps focus you and what you actually want, even if it isn't the right one.

LA should hold a list of local independent schools that cater for SEN - the Good School's Guide might help, too. Try your local library for that? Websites don't always state clearly. Autism Services Directory on the NAS pages have some schools, but not all - so, I guess it is a case of trawling various reference points. If you don't have the energy, why not ask on here?

I'm not sure where you live, but have you looked for instance at the Cambian Group schools, Unsted Park, Grately Manor, Hassocks, Dawn House, Alderwasley...? There are plenty of specialist non-maintained ASD schools beside the NAS ones. Look them up in Gabbitas.

His lack of progress is shocking, and is a clear indication to me that his current placement is not working (as I assume he does not have generalised learning difficulties). Its not a case of the LA refusing to fund a special school. They have a duty to meet his SEN, and I can't see in what respect they are meeting them? All behaviour is a form of communication and what do they think he is communicating? I would be seeking a change of placement in my parental representations for the annual review - no need to specify the school itself, just the type of school for now. It is true that many specialist schools may well be full for September, but if you were to end up appealing to the Tribunal, it will be some months away. Time to look around.

My DD1 may well have looked settled in the class and engaged in the lesson, because she is a well behaved, eager to please girl, who knew how to act like she is normal; but every head of therapy at every specialist speech and language school told us she could not possibly cope in mainstream - she would be completely lost. It takes a detailed assessment to find out what is really going on - by SLTs, OTs, ed psy/specialist teachers....

That is so true, Tempe.

You have been given fantastic advice here - I'm curious about

1. Did you know the Head of the local NAS school was coming to view your ds. (I'm a bit hmmm that the actual NAS Head would have done this)?
2. Were you given the chance to meet with the 'NAS School Head'?
3. Was your child observed at the NAS School itself?

Hardly any school likes to admit they aren't meeting a child's needs, something to do with targets and egos I think. Take someone with you to the AR if poss and get the school to admit that they aren't meeting your son's needs.

Sorry - missed the bit where an NAS School staff member went. But 'verbal' reports aren't good enough. NAS Schools are fine but they sure ain't the only ones - so keep looking for others.

Edubase has a list of all schools in England, btw - you can filter for SEN.