We had a busy day hubby spoke to senco she confirmed that dd hasnt moved forward in her attainemt levels and hasnt progressed we know for sure this is a year cant get the school to inform us if she was the same in yr 1 but i assume she was from her annual report back then.

Had a meeting with junior senco today explaining dd needs, it came to a point where he put his pen down and i had to listen about parents anxities effecting their kids but when i showed him her IEP and told him she is under a pead for possibility of ASD he went quiet.

Anyway he wants to see us during the 2nd week of starting school to see ho she is settling in and then will spend 4 weeks of observation and assessments to see where she is on level 1 and his team will provide a intervention plan for her.

Hubby is not happy as we keep on hearing the wait and see approach but at least he has left a message for pead and i have wriiten letter to lea appealing for then to asess her as she has complex needs which school are finding diffcult to assess.

We will enjoy summer hoildays good to take a break from it all, infact i kept out of school business for a year as i felt really run down by the stress just shows parents are right with there instincts i just want whats right for dd

Hi i cant remember off top of my head about the sub levels but i wouldnt worry too much about them, there often isnt much in it to decided which level to give.  From reading your post it sounds like an unsuportive school that your lo has been at.  I would try over the summer to get your mind around starting from scratch with the new school anything that has or hasnt happen in infant school needs to be left behind to help you all move forward.  It is a start that your lo has moved on with an IEP but from the sounds of what youve said its not going to mean very much, most children have an IEP for a long time before they are considered for an assessment.  Use the summer hols to work out your action plan, think about what you want to happen for your lo do some research about the sort of help your lea provides within schools, each school has a SENCO but often bring others in to help with other areas.  Be realistice about a time scale getting an assessment for your lo could take you a yr if the school doesnt push for it.  Some lea's can be reluctant to offer them as they are expensive and need good evidence of a need for one.  When term starts again i would wait a week for settling in for children and teacher then make an appointment to see the teacher, go with your action plan and notes to help you so you dont forget important things you wanted to ask.  Ask for regular meetings to review progress and regular IEP reviews.  There are alot of changes going on with literacy and numeracy and the way its taught in class your lo may really enjoy the changes and work better with them.  Stay strong and be ready to stand your ground.  But most of all enjoy your summer and try not to let it bother your or your lo too much.  Hth  x

Thanks for your reply im still keeping postive i know the truth will come out some day.

Sent two letters off today to pead and lea we applied for stat assessment 2 months ago got declined as school didnt send info on her provision.

Have you ever come across a child that assessment level was a 1b in english and maths, science level 1 and then preditated level of 1c in all subjects at end of KS1 but we have now recieved her end of yr results and she is only on level 1 in all subjects no sub levels. Dont know if this means she has gone back two sub levels ????

just re reading your post, it would seem to me that your school is not very good at dealing with issues to help childrn that are struggling.  this could happen right through the school.

some schools dont deal very well with children who need extra help, other schools are excellent at it.

are there any other schools in the area that you can talk to (today before teachers clear off for the summer) to find out what is available and how other schools cope.  May be this is something you can do in September.  SPeak to the LEA and ask for their advise, about policies, procedures, etc

some schools dont like to provide extra support because it affects their sats reports, some schools are happy to promote that they help all children, and that all children really do matter.

Be happy that they are offering extra support, but dont let it drop.  Ask for regular meetings, updates etc and make sure it happens.  Dont let another year drift by.  The school should have been keeping you up to date throughout year 2

heidih

Hi Friendship

I have been rereading some of your earlier posts where you raised concerns back in April. Did you speak to the school at all around that time? 

Were you aware that your dd was struggling so much?  I know you had concerns with her reading and did you ask for extra support at all?

I suppose whilst it might seem a bit late now, at least they are agreeing to offer support for next term, so see it as a positive, not a negative, and encourage your dd that it is a good thing.  a one-one dedicated session for 15 minutes will be more beneficial than a class setting of 30 minutes.. 

There is a lot of pressure that we expect all children to be at a certain level by the age of 7, however, there is a school near where I live that teaches the Steiner system, and the children dont even start to learn the basic shape of letters and numbers until 7.   Prior to that its all about themselves, being able to socialise, the environment and their surroundings.  Many of these children are not exposed to books or anything prior to 7, they do to a different type of nursery school.   These children end up more experienced and educated than their peers who go to the standard state schools.  When they go to the high school, their academic knowledge is about 2-3 years ahead.   I dont know much about the academic ability of the children before they start, but the Steiner system doesnt believe that children should be forced to learn from 4.

My understanding is, but I might be wrong, is that some children dont grasp things until 7/8, so we assume they are behind, not capable, etc., but thats not always the case.  I think its also finding a method of teaching that works for your child.  Every child learns in a different way, some method work, some dont.

I never really understood this, but I currently help (am trying to help) a child (age 7) who really struggles with absolutely everything and has no capacity of remembering anything he is taught.  He has had a lot of one-one but it hasnt worked for him.  Now he gets frustrated because he wants to do the same work as the rest of the class but doesnt have the mental capacity to cope.  His teacher is confident that "it will come".  He hasnt been diagnosed as having any learning difficulties, just that his brain works different!!!  We are going right back to basics of 1,2,3, abc and starting again with his learning, and over the last month or so there have been some significant improvements.

heidih

im gutted !!! all thoughout primary school i raised concerns that i felt dd has SEN she even under pead who has sat by as schools know best she said, dd been on an IEP in reception yr it was removed and carried on with a provision of 1-1 and small group work till yr 2

She leaves on friday and starts junior in sept, been told today she needs an IEP which was shown to me today she is on still on level 1 in all subjects and hasnt made progress over the year the new IEP has been sent to next school.

Told she is far behind peers and needs speech and language intervention which the slt team wont provide and the school hasnt done it neither.

they wrote to her pead and lea