Supply Teachers

[TwoLeftSocks]

Can I ask how your DC's school ensures your DC's SENs are taken into account / accommodated when they have a supply teacher in?

Specifically asking for DS (8, moderate ADHD, mainstream school, no statement or ECHP). Some of the boys in his class have taken the opportunity to discreetly wind him up while the class is covered by a supply teacher. His regular teacher is dealing with it and I'm meeting with her to discuss.

I know as well a couple of friends' children with ASD have had difficult moments with supply teachers and am wondering how schools generally deal with supply cover.

Mainstream schools vary enormously. I've done supply in mainstream and Special schools (I'm a SEN teacher) ime special schs have it sorted, we do the sane schools cover regularly so we are as familiar as the situation can possibly allow. Mainstream schools vary from totally on the ball - introducing children who need to meet first, and having IEP file on the desk, right through to absolute nil zilch no info and guess for yourself.
My own child with asd does ok. He tends to insist on being introduced which kinda makes the point before they start

Depends on the school and the supply.
I do a lot of repeat supply in schools where I've had children with various additional needs in the class and because they've been flagged up to me before the day began, and the school have strategies in place for the child if they find they're not coping, all has been well.
But daily supply is a random pot, and the contents are variable. It's all down to the school and the regular treacher mknowing what needs to be done before the situation arises

Thanks. May I ask Jemima and Hag, what would you actually find useful to know? Would something like a quick crib sheet for the class be of help (another mum I know has suggested that following her DS's meltdown disaster day).

Helps to know what the dx is, if they need specific accommodations during the day, equipment, reminders to do things like bloods, eating etc.
Where they normally sit, children they work well with, what is the best way of dealing if they get distressed or overloaded, who to call if you need intervention.
Most days all is well, but if the wheels do start to wobble and look as if they are coming off, the supply needs someone who can deal and is available on that day if the situation isn't to deteriorate.

I sent DS to secondary with an A4 'How to handle' sheet to support the teachers. Most of them found it useful.

Thanks!

When I had my own sn class I had a little folder of how the day/ routine runs, any specific cues people needed, reminder to do visual timetable and a small (a5) sheet for each child of preferences - things that work when wobbles happen (in some cases how to spot a wobble) and things to avoid. No more than 2 of anything for any child. This got excellent feedback and my lot were amazingly good fir supply teachers
These days if I find at least a routine / timetable sheet I'm happy, and often SN classes/groups have PHSE stuff up on the walls which gives a clue as to what people like and dislike
Yes quite possibly trial the sheet thing. Make it really brief bullet points with his photo on. Pointers as to what (cant say who) to watch for, signs he's getting stressed and what to about it. Would be far better if the class teacher did it as home scenarios and school ones can be very different. What works at home for my own ds doesn't work in school and their most successful strategies in school are useless at home. Awkward kid

In primary, if there is a TA in the class they'll usually update the supply teacher on individual children they need to know about. But with cutbacks not all classes have a TA and if they do, they may not available every lesson or may have groups to take out which may not include your ds.

When I was a TA we had a number of regular supply teachers who came to the school often enough that they knew the pupils and school systems so it was pretty much as normal. If they were unavailable or in another class then it was pot luck from the agencies. Some of the best supply teachers were ones who'd worked as SN teachers or had taken an interest in SN issues, as they could quickly suss out who needed a bit of special care and then would give them it. But sometimes you just get someone who is good at class control but appears uninterested in individual children.

The info sheet is a good idea but bear in mind that sometimes supply teachers have been called in at the last minute, driven like the wind to get to a school they've never visited before and have to absorb a day's worth of lesson plans, school rules, fire procedures, breaks and lesson change details and may not fully take in additional stuff.

I do day to day supply. I always make a point of asking about any SEN kids- quite often I am told x has support in the morning, etc and when I ask what their SENs are quite often am told 'a bit of this, bit of that'.
Other schools let me know, no school has ever left an iep out for me or any information that may be helpful.
I always make sure I introduce myself to the children with SEN individually and let the whole class know what we are doing and what they can expect from me and what I expect in return.
I basically try and build their confidence in me over the course of the day. It usually works and have had a couple of BESD schools asking for me to return.