I’ve noted that we’re in Scotland because the assessment process is different to the rest of the U.K. and things like ECHP don’t apply here.
My DD is 9, she has global developmental delay due to early trauma, my DD is adopted. The school were initially very good and responsive to her needs but as she moved up the school they are less so, partly because I think they just don’t have the knowledge of how to help her. She’s awaiting assessment through SALT to help with communication and social difficulties but the process is delayed due to Covid.
She finds school difficult. Her reading age is around 7 years 6 months, her numeracy is poor. The school have given her limited support in the form of 30 mins with support for literacy and numeracy.
She struggled socially because she doesn’t understand usual social conventions so she can be awkward in approaching people to play with or following conversation. She’s a bright sociable child so finds it hard when other children don’t include her and she’s becoming very aware she’s different which school just says is inevitable as she moved up the school.
She’s increasingly anxious going to school - she doesn’t understand the work, gets things wrong and feels embarrassed by that and thinks her class don’t like her. I’ve asked the head to start the process of putting a Coordinated Support Plan in place for her but she’s dragging her heels. I did get a copy of my daughters Child’s Plan which is pretty basic and not nearly enough to support her.
I want to maintain a good relationship with the school but I also want my daughter to receive an education. She is able to learn with the right supports in place, the school seen happy to keep her in class as long as she isn’t causing problems, but don’t seem to bothered about her learning while she’s there.
I’m going to meet the HT next week to discuss her plan and I’ll be pressing her for fuller assessment and a CSP. I’d appreciate any advice about how to prepare for that meeting and the types of support I can reasonably request.