Transition from Reception to Year 1. Any advice/obvious pitfalls?

[TotalChaos]

Am already bricking it about how DS will manage when he transfers to Year 1. He's got language delay (including receptive) but currently managing very well with very little support in his mixed nursery/foundation class. I.e. no statement, and the very odd SALT visit. Have a horrible suspicion he's not even on SA/SA+. Staff ratios are very high at the moment - 2 teachers plus one or two TAs for a class of say 23/24. Next year there's likely to be 1 teacher plus 1 TA for a class of 18. He's rather placid and compliant in school from what I can see. But I'm concerned that as there work increases he may struggle to cope... TBH I don't think that his current teacher thinks there's all that amiss with his language but as the general approach seems to be to treat all the kids as if they need work to improve their language, it all works out well.

Any advice, other than speaking to Senco?

Those are fantastic staff ratios!

Not sure if it helps but my younger daughter (no additional needs) is in Y1 at the moment and at the parents' evening at the end of reception the class teacher talked about Y1 now only being a small step up from reception with lots of consolidating. This was not the case when my older daughter(10 with SLD) was at this stage.

thanks vjg, I find that reassuring. Have just had a look on the school website, and a big theme for the year1 class this term is working on senses - feely bags/smell/taste/ and sensory art - which is also reassuring - as that all sounds brilliant from a language development point of view, and also as if they aren't obssessed with academics/deskwork iyswim.

Most primaries are now looking at themes rather than subjects, so they'll do a whole series of things around one subject and fit in a bit of maths, science etc here and there, then move on to the next theme. I like it very much, as it helps us to use more common sense about how to use knowledge.

I'd say the SENCO is your best person, yes. A good working relationship with them is vital.

Thanks amber! At the moment I've not really dealt with school senco (not even sure who it is ), as DS's current class teacher is very dynamic and influential within the school, so I've felt happy with just dealing with her.

hiya TC, same here,im started to worry, think about DD going into yr 1.

Her reception class has 1 teacher and 4 TA,s which is excellent,but they are really pushing for her to be toilet trained for yr 1,as obv the staff ratio will be down quite considerably.

I have met the SENCO but i dont think she is on SA or SA+ i think shes on the SN register but the problems are starting to show now.

Hi TC,

You need to find out from the SENCO whether he is on SA or SA plus (my guess is he's on SA plus as there are outside agencies involved i.e the SALT). If he is on one of these plans then you should be involved in its imput too; they (SENCO at the very least) should be meeting with you termly to discuss his targets.

Staff ratios are currently very good but there is certainly no guarantee that this will continue the further he progresses through his schooling. He may well find it very challenging the further he progresses, Y1 is also very different from reception.

If you were to go for a Statement I would apply for it now rather than say wait until Y3 when he starts Junior school. You may find it easier to obtain a Statement now rather than years' later. You do not need school's permission to apply for such a document and you're infact far better off applying for it yourself than school. School have no right of appeal if the LEA refuse to assess; parents have this right.

IPSEA are very good at the minefield that is the statementing process and can advise www.ipsea.org.uk.

You are your child's best - and only - advocate. Never forget this.

I am in a similar position and have been looking into this too. I thought this was interesting and www.udel.edu/bkirby/asperger/karen_williams_guidelines.html

My sons reception teacher told the SALT that he had no problems and that she didn't need to see him. Luckily I have a good releationship with my SALT and she went into school to assess him anyway. Some teachers don't understand about communication needs very well at all. Thank goodness that this will be an area getting attention over the next few years.

www.asd-forum.org.uk/forum/index.php?showtopic=230 The above thread on another forum may be helpful for you to read?

Ds2 is currently in Yr1. He has no statement (yet?) but is on SA+ and has an IEP.

I think it helps if the SALT can go into school and discuss your ds with the new class teacher. It seems to make the language difficulties a little more 'real' to the teacher IYSWIM. Ds2's language difficulties aren't immediately obvious and his coping mechanisms mean that he can often hide his difficulties.

The difference between Reception and Yr1 doesn't seem to be as major as it was a few years ago when ds1 made the transition (which seems to tally with vjg13's experiences too). They only have a few toys but still have a role play corner and a reading corner. The room set-up is actually very similar to the Reception class one.

There is more sitting at tables to work but there is also a lot of moving around the room too.

Things that I personally found helpful for the transition were:

• The SALT speaking directly to the teacher about the language difficulties.

• Parents are invited for part of the day when the school sends the children to visit their new class for a day (usually late summer term)

• Meeting the new teacher before the start of the new term (obviously this might not always be possible)

There have been a few blips along the way for ds2 but he seems to enjoy the actual work and the topics that they do in class.

thanks for the useful advice ladies. In terms of statementing at the moment think it's a non-starter - given neither school nor NHS or private SALT have felt a statement necessary, I would probably have to go down the private Ed Psych report route - who may of course not recommend a statement, so I might be better off spending that money (not that I have it anyway really ) on private SALT. my LEA is particularly tight-fisted. one to one is I suspect also highly unlikely.......
Coppertop - very helpful info - as I suspect that in some respects my DS and your DS2 would present similarly - hitting normal range for some of SALT tests but still having receptive language difficulties.

i am a TA in a YR1 class and it is all topic based. we did the sensory topic last term and they include it in the science, maths and literacy lessons where ever they can. See you SENCO ask if they can observe him and possilby put him on a iep (individual education plan) where he has a couple of manageable targets to meet keeping it all positive. I don't know if it possible for you to maybe volounteer as a parent helper in another class so that your involved with the school but close to your DS. visuals now and then visuals, stickers just a little of what i do with certain children in the class i support.

thanks very much for the insider's perspective bonjovi!

TC,

Re your comment:-

"In terms of statementing at the moment think it's a non-starter - given neither school nor NHS or private SALT have felt a statement necessary, I would probably have to go down the private Ed Psych report route - who may of course not recommend a statement, so I might be better off spending that money (not that I have it anyway really ) on private SALT. my LEA is particularly tight-fisted. one to one is I suspect also highly unlikely......."

They all say that!!. Shame on them all. Those comments are designed to put people off applying, people whose children need Statements to help them in school.

Statements are given on basis of need; this is (well should be) the only criteria. Not cost, cost should not come into it.

He should be on an IEP anyway and this should have been reviewed termly with you with the SENCO.

A private EP report would likely get short shrift from the LEA but it would give you as parents a full picture as to his language difficulties. One to one won't be given either without a Statement in place. You must bear in mind as well that of course after Y2 its Junior school; a different ball game entirely.

Have a child myself with language delay issues myself so feel very strongly about this.

Attila - yes I agree they all say that! but I do have some faith in private SALT - she doesn't work for my authority, so I feel she has rather more impartiality, she's really the one person I have any trust in of the professionals that have dealt with DS in the last year or two. And I completely agree that IEPs process isn't happening as it should.

So:re your experience of a child with language delay - does junior school tend to be much more difficult then? DS's school goes all the way through to 11, so I was hoping there wouldn't be a seismic shift.

IME there is a big change when they go into juniors.

TC

DS2 changed from ICAN + Pre School Nursery straight into S & L Unit attached to Mainstream. His teacher and Classroom Assistant were fab and that was the key to us keeping on top of what was going on for him at the time. He found the changeover quite stressful and acted out a lot during school time. The first term was particularly difficult but we worked with his teacher and reinforced at home, etc. He eventually did settle down and enjoyed his 3 years there.

He then changed over again and started a new communication unit in Sept 08 and settled in amazingly well (after I had a lot of sleepless nights worrying!).

Hi TC,

Re your comment:-

"So: re your experience of a child with language delay - does junior school tend to be much more difficult then?"

DS's infants and junior schools are completely separate from each other.

My son has not found Junior school overtly taxing but he has had a Statement for a few years now. That has helped a lot with his learning. I would think DS would have found his time there to date much more difficult without one in place. The workload increased dramatically in Y3 from Y2; we had weekly spellings and reading books to do back then.

Kick their arse re the IEP!!. If nothing improves go for the Statement. Then the school will have to abide by it.

HTH a bit

Attila x

Attila

Back when ds1 started school I was told that Yr3 is when the change in work and expectations is very different and that this was when he would probably need a statement.

I think perhaps the biggest change in junior school is that they are given more independence in general and expected to do more for themselves. This can be difficult for children who have difficulties with organising themselves and processing information. The work at that stage becomes more formal although they still do topic work just as in KS1 (or they do in ds1's school). From a parent's point of view it can be more difficult because there aren't as many opportunities to speak to the teachers informally and so you have to make more appointments.

There were a few hiccups at the beginning of Yr3 when ds1 was constantly forgetting to bring home his homework, letters, or passing on information. Oddly though it also turned out to be a fantastic year for ds1 for a number of reasons. We still think of it as his miracle year.

Thanks very much for the further replies - so sounds like I can postpone my bricking it till he starts year 3 then! Seriously - yes you are absolutely right about the IEP - the school does seem to be pretty helpful to DS - but I feel a definite attitude of "we're the experts" and not really working with me, but doing their own thing. not entirely their fault they've developed this culture, as pre-school dx and support is dire IME.