Is your SN child in MS school

[5inthebed]

If they are/were, can you please tell me if they could do the following when they were in reception:

Read basic words (cat,dog,hat)
Write their own name
Recognise numbers 1-9
Count to 20

TIA

Hi 5inthebed, I think school should be able to acommodate your ds whatever his progress is like, particularly considering he's got a statement. Dd2 is in Y4 now and can only read a little, has very limited speech and is working below the foundation stage on nearly everything. Yet school manage to acommodate her just fine (most of the time!). She is making good progress and is happy. Inclusion isn't just for children who are a bit delayed.
However, it sounds as though you have several options you can explore - I am sure you will work out what is most suited to your ds.

HaHaHaHa! Bollocks to it all!

My dd2 is nearly 8, is in MS school for 2 days of the week (SN for the rest) and is still in reception/yr 1 class (v small school)

She cannot read or write, cannot count, cannot even recognise her name, (never will probably) but we were very clear when she started that the ms school time is for social skills not academic work. She has 1:1 help, and her progress makes the proverbial snail seem like a sprinter. I believe she has a right to be there, and will probably continue for another year before going full-time to the sn school.

Your ms school should have a named sn school to ask for help for indiviualising progress IEPs etc. They should not be merely "accomodating" him, they should be providing a stimulating educational environment to maximise his individual potential.

Your fear that his peers will realise he doesn't learn at their rate: that should be positively managed by the school - they have to teach the other children that many of us are different and learn at different rates.

Have you tried discussing split schooling? Get the best of both worlds?

Don't underestimate the social interaction at sn school though, its worth going to look at the classes to see what the abilities of the pupils are in his age range.

Split schools - I wanted that from the beginning, but his EP said that he had progressed really well in the ASD school nursery, that he would just plateau and be ahead of his peers there. So it was decided he would do MS full time. His statement is to be reviewed soon, so I am thinking about suggesting he does a few mornings/afternoons at the ASD school, as I do think they would help.

I'm not expecting him to be on par with the other children, far from it, but it does make me feel sad and a little bit scared for him when the other children are oming out ith reading folders and homework, and he can;t even hold a pencil properly

Ds could not do any of those things. At 10 he is working on these skills but not there yet. Ds changed to sns at 7. He still has contact with the ms children in our village ( cubs/ local playground)- most are kind to him but he had a harder time when they were all younger. He is much happier and less stressed at sns and is making progress - something that was not really happening at ms.
A split placement sonds a good idea. We asked for this for ds but were told it would be too confusing for him. HTH

5inthebed - maybe have an informal chat with the head of the sn school to assess their opinion?