dimples that sounds good. I wonder if they even bothered with my ds, I’m sure I would have heard if they had.
Yes; crossing roads, walking on grass (when there’s a sign), littering. These little rules we try and teach are broken by people every day so it must be confusing for them. Lottie I think your approach was right, also yours dimples, that it’s not his job. I try and do the same with ds. He’s not (yet) a stickler for rules but he will often try to be ‘helpful’ if children aren’t doing as they’re told (the irony!) and I tell him it’s not his job and that the adult will deal with it. He doesn’t generalise this ‘helpful’ approach to himself of course 
Lottie I’m sorry you missed the application date but at least now you’ve decided you can make a plan to move forwards. The school are supportive so that’s half the battle.
I spent some time yesterday reviewing the work I want to do at home with ds. I’ve ordered a set of workbooks from a reading programme - it’s a bit of a punt really but not too much money wasted if they are no good. I just want something that tells me what to teach him in what order and I feel I don’t have that at the moment. He’s still very selective in which reading books he will agree to read and I end up doing a bit of this and that which doesn’t feel very productive. He’s still blending everything, I hope he moves on from that soon or at least that a new approach helps.
With writing I’ve been working recently on doing letter formation with him in efforts for him to try and catch up a bit but I need to step back again and stick to mazes, dot-to-dots and drawing to try and improve his pencil skills first (advice of OT). I’ll leave letters for school in the main now though I’ll try to get him to do functional writing as and when.
Sorry, that ended up very boring. I was hoping to do a SN soft play session today but ds is so snotty I think we need to give it a miss. So not sure what we’ll end up doing instead. It’s still quite windy here.