Sooze2

Thanks Grace, they should know by now that I am not going to go away. I find it very hard because I am really quite reserved and would never have dreamed I would have to be like this now before I had children, the only reason we have got this far is because I have had to do a lot of the leg work and go in and tell them what is happening and let them know I have chased things up. They kept the LEA waiting for paper work and the whole Statementing process from start to finish took a year! There is no way I am going to just trust them to do what it says, DS is extremely cuddley and tired (he's nearly 10) so I know somethings up and he's finding things hard. School Parent support were very good but I have lost faith since she seemed very surprised when I told her the Head could apply for more funding for the TA if his hours weren't enough, she then put her hand right on the relevent form. Turns out she used to be a SENCO herself. She also told me she would phone me and hasn't and that I shouldn't go to the Head but let her and the SENCO deal with everything. The class set up is the same as last year, a TA for another statemented boy and a class TA although now the class TA is my son's TA. If the other boys TA is away my son's TA sits with him - this used to be ok but now DS has a Statement of his own it isn't ok at all, his TA should be with him the other boy is not more important anymore in my opinion. I asked the teacher if she would usually have a TA in her class she said yes so in my opinion there should be 3 TA's in there - one for the class and one each for the Statemented kids who also help the other ones with problems. It is a class of 37! The LEA told me in July that the school should be recruting a TA for DS over the summer - they haven't done it. The TA he has is lovely so they need to recrute a class TA eh?! Just phoned the LEA to see if his timetable has arrived and they said no but it may be filled somewhere else, the secretary asked if I wanted them to phone the school, I said no but her boss is phoning me tomorrow so we can discuss, they are on our side and the poo poo will hit the fan if this carries on I can tell you. DH is totally on board now and he is coming to all meetings with me, now that he has finally realised that its like banging your head against a brick wall he isn't happy. I had the Statement changed so that the wording could not be interpeted in any other way because I had a feeling this would happen and the LEA were very supportive after I told them what had been going on with the TA situation with the other poor boy who's TA was used as the whole class TA from reception till the end of year 3!!!!!

DS has just started year 5 and got his final statement in July and gets 18.5 hours support with a view to increasing it if needed. It states clearly that he needs 1:1 in all lessons involving writing, speeking and listening, 1:1 in PE and help from his TA in organising himself at the end of the school day including making sure he has homework and letters etc I am also supposed to be able to speek to her at the end of the day to see how things are going. Had to go in during the first week of school to collect homework, the teacher said he needs to be more organised - que doubts comming into my mind as to whether he is getting help. DS told me that his TA is in another class for maths and english lessons - not with him. She spent an entire day with another boy with a statement because his TA was away. She is not in class first thing in the morning and leaves class early every day to do a different job in the school which will be why I have to go into school most nights to collect things he has forgotten such as homework and letters. Teacher told me the other day that she doesn't think he needs TA support in PE (PE is the source of a lot of stress for him and once resulted in him throwing a chair in class afterwards!!). Yesterday he did topic work all afternoon, he had to copy a sheet of writing out he and another boy shared the copy sheet and they just got on with it, at one point the TA came over and wrote some of it for him because his writing is poor. Yesterday he received maths homework which the teacher said was a test and he had to get at least 15 right out of 20 to pass - out of 30 questions he understood 2 of them because they were based around comprehention - one of the easy ones was "5 TWOS= FIVES" it took at least 10 minutes of me explaining it in different ways for him to get it and I ended up giving him the answer. We had fun over it but if this is what he is doing in class he is stuffed. His teachers have always said he is doing fine and say his SATS results are good - last term he had over 3 for maths which is on target but I am having a hard time beleiving this if he can't understand basic questions!!! Had meeting with is teacher the week before last to go over things, she said she wasn't happy that his TA is in another class and would speek to SENCO to see what could be done, arranged another meeting for a few days after but she told me when I had to pop in to collect something (again) that it was all sorted and TA would be with him for maths and english now. Also that she would make sure he had everything he needed at the end of the day. Last Monday he told me he didn't bring his maths homework home the Friday before and was panicing - on Tuesday I asked the TA to do is homework with him at lunch time. Then the teacher told me that he was working on a story for literacy and they had worked out what he should write together he went off to work for 1/2 an hour but then came back to the teacher because he had forgotten what he was going to write! Half an hour later!!!!!!!!! She said he should have come and asked before but it states on his Statement that he won't ask for help - duh! Thats why he needs a TA with him! I gave the SENCO a folder containing loads of info about ASD so she could priont it out and show the people who work with him but the teacher hasn't seen it. He has been paired with a boy who he says uses coloured plasic over his work so he can read it so I am assuming he is dyslexic - he's a nice boy (very high energy) and a good freind of DS but surely if the TA isn't around all the time they will be like the blind leading the blind! His parents told me that they were told last term that he will be getting a lot of support from now on - obviousely from DS's TA which I wouldn't mind except for the fact that she isn't supporting them and they seem to be left to get on with it! Parent Support said she would phone me at the beginning of term so we could have a meeting. SENCO was supposed to have his TimeTable sent in to the LEA by 17th September and to have gone through his IEP with me but no one is speeking to me. CHAMS have sent me a letter saying they want to discharge him and they will only see us to get his drugs! (like here are some drugs now ###### off!) Ive told them his statement says that he needs on going support from an OT - who work at CHAMS! Off to make a phone call to the LEA to see if school has sent his TimeTable in yet. And so it starts again. I may as well work in the school. Do all of you need to keep onto them to make sure things are being done or am I high maintainace? Should I just back off and let him drown or am I doing the right thing. I'm just so fed up with it all. Roll opn half term so I don't have to think about school every 5 minutes - we had a lovely chilled summer and now back to this again - so frustrating. Sorry this is a rambling rant that probably doesn't make any sence at all.

I would be going to Parent Partnership for advise ASAP and also telling the school SENCO that you want her to start the Statementing process. Has the Educational Phychologist been to see him lately, if not ask Parent Partnership or SENCO to get them in to see him because this is totally outrageous. They are just fobbing you off with sob stories at how hard it is for them which isn't your concern, your only concern is your son and if they help him they help themselves at the end of the day. It sounds like the SENCO isn't doing her job if all the "difficult" kids are causing havoc in the class because they and their parents are probably in the same boat as you - totally frustrated! <'> <'> <'>

You could play it this way and say that it would be beneficial to the school staff for him to have a statement so the teachers had some support in dealing with him so they could concentrate on the rest of the class while his TA helped your son. This is how I played it with DS's school, saying how hard it must be for them to concentrate on teaching when he is being a pain and him needing constant redirection and supervision must be distracting and detrimental to his class mates learning. Sometimes saying what they must be thinking out loud for them helps a bit. Worth a try, I would deffinately go and see his teacher tomorrow morning though, I'm sure they don't realise that our kids tell us this stuff - my lot tell me everything - no secrets here - and part of DS's thing is his honesty your boy sounds very open too which I think is a great thing. xx

You could write to the head and ask for the letter to be read out at the next staff meeting so that way everyong concerned gets a pat on the back. I think its a great thing to do, I have always thanked my kids teachers with a card etc if they have been very nice and helpful what ever time of the year as I'm sure they get their fair share of critisism even but very little thanks.

Giving the other kids house points for ignoring him will just alienate him and encourage them to bully him surley, she obviousely has no idea what to do in this situation and even if he is attention seeking she is going about dealing with it totally the wrong way. I would go and speek to her tomorrow if it was me and tell her what has worked in the past and suggest you both have a meeting with his old teacher and SENCO together so she can be taught the best way forward. To be honest I would be totally livid about this. She sounds very hard faced and old school. Just editing to say that my son would be in almost total meltdown in class if he was treated this way because his class mates opinions of him mean everything to him! He would then also come home and screem and shout at me every night and then before school out of frustration - you could point out to her that the way she is handling him is effecting your home life as a knock on effect.

DS has been on Concerta XL (18mg) since February, it has worked wonders on his hyper bahaviour and he is better behaved and generally easier to live with - I didn't realise how bad the effect he was having on us all was until then! Anyway, the consultant said we will trial it because it can be complicated getting medication right when they have a dual diagnosis of adhd/asd because when the adhd symptoms are controlled the child's ASD can come to the fore because they were masked by the ADHD symptoms before. I think this is what is happening now. He is now loving towards me which I am finding very strange and have forgotten how to react to this because he has hated me for quite a few years. This is a shame, after school comes straight up and he leans into me and one day I was telling him to stop leaning on me and my freind said "he wants a hug!" I really didn't realise this because before he would just come out of school and hit me so I avoided any touch from him at all because it would usually hurt! He seems more questioning and more observing every tiny minute thing. Constantly asks me repeat everything - told him I'm going to get his ears checked again today! He is starting to spend half an hour cleaning teeth and washing hands before bed again. Started spending an hour in the loo after bed time - again. Is humming a lot again AND the most annoying thing is once he has got something in his head he totally can't let go of it, the other day I bought him some figures for his castle and he asked me every 2 seconds if he could have them, I wanted him to wait till the holidays started and I rarely give in but this was so extremely excessive that I had to give them to him because he was driving us all mad. Today I bought some sweets and said they could have a few after tea, he went on and on and on for over an hour then was saying is it teas time over and over - his younger sisters didn't even mention it because I'd said after tea and they knew that was that - he drove me totally up the wall! He is also constantly questioning what is on TV, when a program is on he needs constant explanations about what they are talking about. Actually now I am writing this down he is actually starting to act more like he was before he started the Concerta, apart from the hugging bit. May give the consultant a call. Does anyone else have any experiance of this?

Melatonin stopped my son's nightmares, night terrors and sleep walking almost totally - before he didn't go to sleep till gone midnight and then was up at 2 am every night either walking with night terrors or having a nightmare every night. He does still find it hard to get to sleep now but at least he stays asleep so it works for us in a possitive way, I don't think he'll every be able to just fall asleep though. I found that giving the tablet a couple of hours after food with water works best for us, if he has it with milk it takes a while to work and with food or after supper if take hours to work. Hope this helps, good luck for your future restle nights.

Hi, DS was assessed at CHAMS by their Specialist OT, she did at lot of the initial assessments which included a lot of observing him while she was talking to me, filling in various questionaires and a couple of little tests to see if he needed to be seen by the Consultant Child Psychiatrist. She gave me a lot of advice and explained why all the things I'd learnt at the parenting courses I'd been on didn't work for him etc. She tried to teach him about turn taking by playing games and also wrote to the school with information and statagies for them to use in class so he would cope better and not explode so much . She is really nice (almost like a freind now) and not at all like a stuffy proffesional type that you think of so he relaxed around her and she could see what he is really like. At one point she was showing him what it is like for someone having a conversation when they aren't looking - she and I did a little role play for him which he thought was hilarious - had no other effect on him though but it was good. Recently she went through his Proposed Statement with me and suggested more things I should have added. I would say that they are worth going to because you may get a good one and they also seem to be there for the parent too, she really boosted my confidence by telling me it wasn't my fault because I felt like I was a terrible parent who made him like it by being so rubbish. Also when talking to him and asking him about certain situations at school or home where he had let rip for no reason he would still be adamant that he was right to be so angry and even thought it was funny when she asked him if it was ok that he reacted like he did - things like that made her and the consultant know that he really did see life differently.

I don't know, could you ask the LEA for their advise? I just wanted to say that you are obviousely a great, caring senco. Also the boy is behaving exactly as my son was before he was put on meds for ADHD in February this year (he was diagnosed in sept last year) and he had lots of help put in place at school. School brought in Autism Outreach/the behaviour Support team and they helped the school understand him and his needs so they could support him more which also helped a lot. I wonder if the parents are in denial and don't want to accept that he has difficulties beyond their control.

Well done you, now you can relax a bit this summer, phew.

Just a quick update. I received the amended draft statement just now (in the nick of time) and the LEA have put everything in that I asked for and emphasised that HIS TA will be with him on a 1 to 1 basis at all the times I asked for! There were other things added about needing his TA there for PE etc, and the need for his TA to help with organisation at the end of the day and through all transitions to make sure he has eveything he needs and that he gets to where he's supposed to be on time etc, they have to speek to me at the end of the day and we'll have a meeting termly to discuss the wee man. Hoorah. Off to have my meeting with the SENCO tomorrow morning, bet she can't wait to see me. I'm so glad that they put in the words His TA and 1 to 1 which is what I emphasised because I know that it probably wasn't going to be done unless it was in black and white and I think the LEA realised that. Ive just phoned them to thank them. Success at last.

I didn't want to read and not reply but I really don't know. Are they saying they will fund the place at the school with 14 children, is that the one you want? If it is then I would go for it but I'm not sure if I am reading it right. Why do all these things happen at the end of term when we have to make desissions quickly. <'> Sue

Thanks for letting me know, I was getting worried for some reason. She was always very kind and helpful towards me, she must have gone when I had no computer for a few months. Loves ya JSMUM xxx

First of all have some of these <'> <'> <'> <'> The way you describe your son is how my boy was up untill very recently. Try and let him have some space when he's angry so he can calm down, tell him you will talk when he is calm. I always listened and acted on what he was angry about at school because he needed to have someone explaining that he was angry because of this....... and gradually the teachers learned that he wasn't just being difficult but either didn't understand what they wanted or he just wasn't aware of what he was being told off for eg, humming or chair rocking - he didn't know he was doing it so was angry about being told off etc. Your school are talking to you so that is a great plus. Is he going up to year 3 next term? That was the turning point for us because at your sons age he became totally off the wall and we didn't know what to do with him and he didn't know what to do with him self! My son's thing is sniffing everything including his hands all the time, nose picking constantly and biting nails. I had to learn to stop nagging him about these things because they told me I was making him more aware of it and more anxious, it has improved a bit since then. I would say that the one thing that helped us enormousely (spelling?) was keeping a diary each day or when his behaviour is difficult or just odd, someone on here suggested that to me and it really worked because that has been given to CHAMS, his consultant - once we reached her, and even to the LEA towards his statement. Also tell the school you want Autism Outreach (I think they are sometimes called the Communication Interaction Team) to go in and observe him, I was told they don't usually go in without a diagnosis but since he was getting so unmanageable in class they agreed and gave school stratagies on how to cope with him and wrote a report which again went to the consultant and the LEA. Also has an Educational Psychologist seem him at school? If you can get all these people in to see him the ball will be well and truly rolling before you see anyone at CHAMS and they will probably want to see reports from these people so it may speed things up for you a wee bit. Parents in Partnership helped me a lot, we have one in school but if you don;t have one they can be found by looking them up in the internet in your area, they know all the ins and outs of the system and can make appointments for you to see all the right people. They should also be able to give you details of support groups in your area if there are any. Look at his smiley baby pictures together when you (and he) are feeling low and remember how much you love him and know he loves you too, he is probably feeling bit lost right now. One of you can spend time with your daughter doing what she likes doing and maybe the other take your boy to the woods for a bike ride and let him get really really muddy and go very fast, let him think he is rebeling saying Mum will tell us off for being so dirty when we get home in a fun way - let him think you and he are a team and a bit naughty and have fun so when he's at school weekends have good memories and he can look forward to more even if it's a nighmare at the time you are doing it he will be very glad you did. Live for now and finding his smile even if your wife tells you off for leading him astray, Ive found that my "lads" are now a little gang and those short hours on the bikes or fishing in the rain make their lives so much better even if they don't happen very often. The main thing they do is going off somewhere quiet, fishing, on the bikes, tinkering with a recently bought shell of a car that will never work but will have very shiney wheels, this time of year is hard for him so when he is very stressed he will polish the car with Dad and go to bed very late but will have forgotten some of his worries into the bargain. Your boy is very lucky to have a caring Dad like you

As title. Ive not seen her here for ages!

Questions like "do you play with your child" , this time last year I would have had to lie if I was asked that question because I couldn't play with him for years because he was just so unreasonable, controlling and everything had to be his way. Saying "no I don't ever play with my child" would have made everyone think I was totally rubbish

Another way to look at it is that if you do the course, apply the techniques and your child is still reacting to situations in the same way then they can plan other ways to help you. I did quite a few parenting courses, which I volutiered for and most of the approaches were the same, it was the one I did at school that really upset me because his behaviour was getting so very bad and he hated everyone and all the parents were saying this worked and that worked but none of it worked for us - had to stand outside at one point and have and ciggie and a cry! I told the consultant this just before she diagnosed him last Septemeber. I think these things are worth giving a go as they may just help. We have found that letting a lot of the small stuff go is the key to happier days in our house because we got into a terrible negative cycle here and I found myself tense and stressed whenever he was around and that feeling started before I'd left to pick him up from school! I was removing his favourite thing as a punishment and the consultant said that by doing that I am removing his obsession and so his way of calming himself down and although I thought I was trying to be a good parent I was actually causing more harm than good. The playstation was his total obsession where he could go into a different world and switch off from reality, since he has been on meds and is happier he doesn't use it much at all apart from times like the end of term when chanes are happening etc. It wouldn't matter how many times I took it away it wouldn't change his behaviour. Sorry rambling, personally I would go on the course because it is free and you may like it. You may also meet some nice people there who are going through the same things as you who you could keep in touch with afterwards. Go with an open mind and you may be surprised. If nothing else they will probably give you free coffee and biscuits.

Thanks my lovely, will let you know. Off the phone the LEA now.

You must be very very proud of him, I would have been crying with pride. It takes a lot of effort just to sit still in a normal assembley so for him to do that is amazing, was it a whole school thing or was he picked from his whole school?

I am confident about the TA's because they are really nice and very caring (like class mummies) but its the total lack of communication and avoidance of any decent discussion from the SENCO that bothers me in a big way. He is in a mainstream school, I can't move him because his siblings also attend the school and I wouldn't be able to get them all to different schools at the same time plus moving him would mean leaving his freinds which would make him very very unhappy, take our relationship back to where it was last year which was horrendous and so it would be counterproductive. Its a shame because there is a mainstream school in our town (but a fair distance away) that is geared up for children with ASD and they are lovely, Ive heard about it through other parents and our LEA lady also mentioned it. I don't think he'd get in there anyway because places are scarce. As for SALT, the proposed statement say that he needs continued involvement from SALT and the only thing written in part 5 says DS needs Speech and Language Therapy and intervention from CAHMS I'll be interested to hear the SENCO's reply when I ask if she has refered him to SALT yet! The LEA said they had terrible problems getting all the paperwork sent to them and it delayed everything. The OT at CHAMS wrote a report for me the day before I saw the LEA (even posted it through my door on the morning so I could take it with me) because she haddn't even been asked for one, she was gutted because she has done a lot of work with him and has put a lot of things into place at school for me when I have had no luck getting them to talk to me. What I wanted to ask as well is that the LEA said they are going to make all the amendments I asked for, will they send me a copy of the ammended proposed statement? She told me I could have it changed as many times as I needed and if the school needed more money so he got the help he needed then she would give it to them. This is why I am getting twitchy, I think I am going to ask them to request more money. I also think she told me that for a good reason because a few things that I said (without sounding like I was complaining) made her realise that even the statemented child may not be being supported as he should have been up till year 4. I need the SENCO to show me when he is getting support - which lessons etc so I can decide whether he has help where he needs it - is this what this timetable will show me? If he doens't have support in all the area's that I requested and submitted to the LEA then I am going to ask them to ensure he has TA support at those times. He is currently funded for 18.3 hours which is roughly 3.5 days which is what he gets now really (shared) and this doesn't cover PE, swimming lessons, handwritting (where he needs it most) amoungst other things. I think this is because they don't see these subjects as accedemic so don't give support in those, I also know that the other ASD boy also doesn't get support in those lessons so there is only one teacher for 37. Also like you say once all the therapies they want done are in place I will need to make sure they are doing them but also not during important lessons. They have writen that he needs an individualised literacy programme that is carefully matched to his skills etc we will see how it works out eh! DS's needs are different to his freinds because he is out there, everything he feels/thinks/likes/hates is said he can't lie or hide his emotions, he's trying to dampen down a bit but it still comes out a lot because he is so enthusiastic about everything and will show no embarassment about telling all about how rats reproduce or talking frankly about the size of my breasts in front of the whole class - his freind withdraws DS explodes/laughs he is a larger than life person so his needs are the opposite to the other boys so surely they can't be lumped together which is what has happened in the past. Anyway, I will phone the LEA tomorrow if I haven't had any post from them to see when I will see the amended paperwork what needs to be on this timetable. Parent Parnership (who also works within the school) has warned against me talking to the head master about funding, DS's support and class TA's so I will need to do that at some point if the senco keeps talking jibberish to me and to let him know that he will get funding for extra hours for DS so he can have a TA in there all the time for DS and not just as a free whole class TA. He doesn't pay my wages and so can't intimidate me - blimey my solicior boss way back when I worked couldn't intimidate me so there is no way he will!!! Blimey , what a lot Ive typed, idle ramblings mostly so sorry about that. PS, thanks for the support - Ive got a few other BIG things going on in my life at the mo and really needed to off load this morning as I could do without this really. I think the SENCO saw the look on my face when I spoke to her this morning and was so shoked because I am always polite, smile and be NICE but today I was far from it. Hey ho, feel better now - thanks a lot

Thanks Sally, the statement was great but a bit vague as to where help was given so she is ammending it. The Ed Phyc said in her report that he needs 1 to 1 support in order to produce any work so he needs help getting started which includes making sure he has pencils etc and redirection once he is working to make sure he is working at all (he also has ADHD which he is medicated for but its not a cure all) he also sometimes needs someone to write for him so he can get instructions down. Your right, he needs to be taught the skills to become independant but the point is - who is going to teach him those skills - this is what I need to speek to the SENCO about because the school are supposed to be arranging for him to be taught skills to become independant but haven't shown me how this will happen. The LEA are sending someone in to asses his writing and how badly it hinders his learning because he can't write much and the anxiety surrounding writting makes him preduce even less! They are going to see if he needs a lap top for some lessons. He does need a lot of support but is also very very bright so this leads to extreme frustration when he hasn't got any help and this is why I feel it is unacceptable for the SENCO to not meet with me at all for the whole of year 4 except to say "oh, he's fine" and then fit me in for a quick chat about his timetable when some of his teachers especially the one who teaches cursive handwritting have no idea about ASD kids! Also the Statement says he needs input from SALT as part of his time table, SALT gave him speech therapy up till year 1 then discharged him, his IEP still states that he has input from SALT 3 years on even though he doesn't - they have to re-refer him for SALT who, I been told have a 2 year waiting list which would mean he wouldn't see them till Secondary School (!) but the LEA assumed they have been seeing him all along because the SENCO was writing it on his IEP! He needs someone to make sure he has all his things with him when he needs them, including for going home otherwise he just leaves everything everywhere and needs to be sent back in a couple of times after school to get all the things he has forgotten. In year 5 they expect the children to be more independant which he isn't to be honest so I needed this on the statement. He needs help in PE to explain rules and keep him concentrating - the list goes on and if this isn;t in place for year 5 he is frankly stuffed and we need the whole thing working well during the next 2 years in order to build his confidence up in preparation for Secondary School or again he will be totally stuffed. What has got to me is the provision for year 5 is the same as year 4, the TA's are lovely but it isn;t fair on them or the teacher if at times there is only one adult in the class to manage and support children with statements and the rest of the class of 37 children. My Husband was very similar to DS as a child and once he hit Secondary age the system had already failed him and there is no way that my son is going through the same as my Hubby to be honest its not just about what is written on the stateement its about whether the school are going to put it into practice. In year 3 the Statementented child was left with out a TA and was lost in a class with 37 children and only one Supply teacher because the regular teacher and his TA were off sick for months! This class had a lot of high maintenence children in it and the parents ended up having to go to the head and kick off to get anything done and even then they had to wait for year 4 for extra support (which school had been paid for) to be put into place. Bearing in mind that the Statemeneted childs TA was used as the whole class TA for 4 years and this is a very large class. This is why I need everything sorted and discussed. xx

SENCO can graciously meet me on Friday to go over DS's timetable!!! School breaks for the holidays next Tuesday! The LEA told me school needed to submit his IEP and timetable for next year by the 13th July which was yesterday. SENCO was off sick last week, came back on Friday. She didn't bother to come and speek to me yesterday so I popped in this morning, after starting at me for a second when I said we need to have a meeting to go over IEP and timetable she said she has spoken to the LEA and she only needs to send in a timetable, she can meet me Friday morning. When I said they told me it had to be in by the end of term she said she can Fax it to the LEA after our meeting. So, who is messing me around here, the LEA for saying they need a detailed IEP and Timetable on the 13th or the SENCO who can't even be bothered to approach me at all ever over anything and who plucks an appointment out of the air when she sees the look on my face when I ask if when she will be meeting with me? Please be honest, am I annoyed over nothing here or are they leaving it a tad late to sort out what will be happening with my son and the money they have been given for him. Ive got his class info for September and the set up is staying the same as this year by the looks of it, 1 TA for his ASD statemented freind and 1 part time TA for everyone else. There is a meeting on Monday for parents to meet year 5 teachers which is when I will be able to find out how the classes will work, isn't that too late for me to find out who is covering my son and for what next year? Aslo the LEA are doing an ammended proposed statement after our meeting a week and a half ago and I haven't seen it yet, should I have it before this meeting, or do they just sent it straight to the school, I'll phone them later I think. God, I think I'm going mad. Thanks for reading and putting up with my rantings, I think I'm probably out of order as most people probably just go along with what the school say which is why they don't know how to deal with me. Perhaps I'm just a pushy annoying parent.

AAAAAAAAAAAAAAAAAAAAAAAAARRRRRRRRRRRRRRRRRRRRRRRGGGGGGGGGGGGGGGGGGGGGGHHHHHHHHHH HHHHHHHHH AAAAAAAAAAAAAAAAAAAAAARRRRRRRRRRRRRRRRRRGGGGGGGGGGGGGGGGGGGGGHHHHHHHHHHHHHHHHHH!!!!!!!!!!!!!!!!!! There are no real words to say how extremely frustrated and thoroughly (instert rude word here) off I am with it all at this present moment in time. I know for a fact that if I did my job in that way when I was working I would have been fired, its like, I'm supposed to do this thing but just can't be arsed attitued and I am getting very very very (insert rude word here again) off and I feel like going in and shouting at the top of my voice till I have to be removed from the building by the police and arrested for causing a scene in what should be a supportive civilised area run by adults rather than a load of overgroan yes men (that should be yes women because they are the ones who will still not talk to me about what is going on next year because they know they have been given the money but are still spending it on ###### painting chess boards in the playground floor which are usless because they won't give the kids chess peices to use on them - probably because of some health and safety nonsence) who are affraid of the boss!!!!!!! AAAAAAAAAAAARRRRRRRRRRRRRRRRGGGGGGGGGGGGGGGGHHHHHHHHHHHHHHHHHH

Yes, but its too rude to say here BUT it begins with T