Hah, I have the letter now it says:
"The report states that x is of high average ability and functioning within the average range of areas of literacy. Bromley, as with all education authorities, has very stringent guidelines regarding putting children on the SEN register and supporting them. X is on our SEN register because of his difficulties with concentration etc., he would not fit the guidelines for the academic criteria as his SATS and other score are too high.
Therefore he would not be able to access support under the schools and the LEA criteria. There are far too many children with a greater level of need."
I think I will reply asking what stringent guidelines he has been assessed under that put him on the SEN register (I didn't know he was on it!) for his "difficulties with concentration" that were unable to diagnose him appropriately, and that are quite clearly related to his dyslexia that they are refusing to acknowledge!
The dyslexia report says:
"x is underachieving in literacy skills particularly when compared to his verbal ability. There are dyslexic difficulties that are likely to account for x?s struggle with learning and given the family history intervention would be highly advantageous."
"Mr and Mrs nooka should discuss this report with x?s school to ensure they are aware of his profile of abilities and difficulties in learning. He will benefit from a sympathetic and supportive approach from his teachers who should be aware that his attainments are below the level predicted by his intellectual ability. This is certainly a source of frustration for x. His distractibility is a direct result of his thinking skills profile and will have an impact on practical matters such as assimilating lists of instructions. Work should be marked for content and effort, rather than spelling and length. Inconsistent motivation is ?normal? in dyslexic learners where effort is not always rewarded by appropriate results."
"x?s Individual Education Plan needs to include specialist teaching provision, clear targets and the means of regular and objective assessment of progress."
It seems to me that because ds is bright and has good compensation techniques he hasn't slipped back too far yet, and that essentially we are being told by the school that we should wait until he gets really frustrated, his achievements drop and he starts to hate school, and then they may possibly give him some help. In the meantime they will continue with their plan to "help ds put his hand up to ask questions..." grr
NB On the ADHD bit which the stupid SENCO is hung up on she says
"Dyslexic children who display poor attention only during school lessons are more likely to be failing to concentrate as a consequence of their reading or writing difficulties rather than because of a true attentional deficit."
It's a really good report, and well worth the morning of tests ds had to do (he told me he really enjoyed them and would like to do it again!) and the £400 I spent. I really wonder how much time the SENCO has spent with ds in the last couple of years and what knowledge and qualifications she actually has (bugger all I suspect!)
Sorry! Rant over - still it has made me feel better!