julieann
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Posts posted by julieann
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And I thought statements were written by the LA, not the senco.
K x
So did I. The senco actually put all the alterations to the statement on the computer whilst myself and my pupils mum were there. Then she printed two off and asked the parent to sign them both. She gave one to the parent and kept one for her records.
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School have just applied for a Statutory Assessment for DD. They recognise that she has complex needs, that cannot be met from the school's existing resources. She has made no progress at all on School Action Plus.Had a phone call from the Education Department of my LEA, asking me why I wanted a Statement and telling me that it was only for severely physically disabled children or children still on P Scales at Secondary School.
Oh! If only I could have recorded that conversation!!
Should I write to the LEA and tell them that there are no such criteria in the Code of Practice or Education Act? To "fire a warning shot across their bows?" Or should I just wait for the Panel's decision on whether to assess or not?
If they know I know my rights and mean business, will they be more likely to agree to assess?
Very cross with the attitude of the LEA and we have only just started the Statementing process.
Hi Athena,
I don't know about a warning shot across the bows. I'd sink them and offer them a life raft if they alter their attitude
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Hi all,
I usually seem to be posting on behalf of the parent of the pupil I support but this one is for me.
I have been supporting my pupil with Asperger's syndrome, ligamentous laxicity and other learning difficulties for the last 4 years.
We have just had a very successful meeting in which the statement was almost completely rewritten. The worm has turned
and mum has finally realised that she does have a say in her daughters education with a little push from
This seems to have upset the senco who has know declared that I will not be able to support my pupil in year 11 because I
don't have GCSE German and Music
Surely it's up to the subject teacher to provide a lesson at a level my pupil can understand. I thought I was supporting my pupils learning difficulties due to her autism
It is so frustrating having a senco who doesn't seem to know what the role of LSA entails.
When the statement was almost rewritten she said it wasn't her fault that there were so many spelling mistakes and inaccuracies as she didn't have any other statements to copy from as my pupil is the only one in the school of 1,085 with a statement
Well if she hadn't convinced my other statemented pupils mum that her daughter had grown out of her autism she could have copied that statement
I thought that statements were tailored to pupils individual needs not copied from someone elses.
Julieann
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Any suggestions for targets for a boy who picks and chooses from the curriculum, won't use a vis timetable, hates reading, writing, drawing, painting, and has small and large motor problems! (
).Praise doesn't work for lots of children. Rewards seem to work better. It has to be something the child likes or likes doing.
How about 3 easily achievable targets. Earning a smiley face reward on a small laminated card for each target achieved.
3 smiley faces earns a reward of something that he likes to do. Does he have an interest. Perhaps a set time with a favourite toy.
He can only collect his smiley faces if he is in the classroom.
Ask for new targets as you feel that the old ones are to difficult for staff to impliment on a regular basis.
Julieann.
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It maybe that your experience and enthusiasm is wasted where you currently are. If that is the case then sometimes we do have to walk away from a situation or environment that cannot be rectified. As I feel you are being asked to be a silent accomplace and it is affecting you.
Sally 44
I think you've hit it on the nail there. My posts always seem so depressing these days.
I stood up to the head and Senco last September regarding the unprofessionalism of the Senco. I had to sit in the staffroom whilst the Senco mimicked pupils difficulties or facial expressions and most of the staff were laughing with her. I walked out.
The result was that I had my hours cut from 25 to 17 1/2 weekly.
I was also told in no uncertain terms that if I told anyone in the school what the SEN department were doing with funding meant for individual pupils that there would no longer be any work available to me.
The head spoke to me in her office and said " I'm not having anymore statemented pupils at this school".
I applied for an internal cover supervisor position as this is work I have been doing to top up my hours. The head told me I wasn't suitable as I was more the mothering type only suited to 1:1 pupils welfare. She wasn't aware that I had already covered 40+ lessons in the school. I couldn't tell her as it would get the member of staff that gave me the work into major trouble as the head is very vindictive.
I have applied for several posts this last year.
I applied for LSA work in a primary school and was short listed but didn't get the position because I hadn't worked in Primary for the last 10 years. I ended working there voluntary 1 day a week.
I applied for TA at a specialist school and was short listed but didn't get the position because I hadn't worked in a specialist school before. I also ended up working voluntary there for a term until my hours changed.
I recently applied for TA at another specialist primary school to which I wasn't chosen for an interview.
I have since heard that the young lady who got the post was the one I did my school visit with. She was still at university about to do her disatation. What is happening is if a school takes on a degree student as a TA although that student has no experience of working in a school they learn on the job and get experience for their CV's and the school gets funding for taking them on for 1 year.
Anyway enough doom and gloom. The parent of the student I support spotted a job advert in her local paper. One we don't get in this area. It is for learning support workers at the regional college near me and one 6 miles away. It looks very interesting. I am going to get more details from them on Monday. So fingers crossed.
Julieann
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Hi all,All help and advice greatly appreciated.
What should it say in part 2 of statement?
The statement I have been asked to look at says 2. Childs Needs: Brief description of childs needs.
I interpret that as a brief description of what help the child would need in order to function on a more sucessful level in mainstream school.
The statement states:
X has had a statement for x number of years. X is socially and emotionally immature although physically developing at common rate. X is dyspraxic and her fine and gross motor skills are under developed. X is physically clumsy and finds co-ordination difficult. etc.
X's movements around school are visibly awkward and X is reluctant to ascend the stairs alone.
Shouldn't it read X needs support going up and down stairs due to her lack of spacial awareness?
X is very anxious about lots of things especially exams. She can misinterpret others behaviour and is often concerned that she is being bullied by students who have done nothing of this kind at all.
Shouldn't that read X needs support due to her lack of understanding in social settings.
What should it say in part 3 of the statement.
3. Resources
X has used her time in one to one sessions to enhance her English learning. Resources are supplied by her specialist school and amalgamated with resources from her TA.
It also states that X has social interaction lessons for 1 1/2 hrs per week which were cancelled over a year ago and were only ever for 45 mins = 1 lesson.
The grid that indicates the childs current overall support reads 1 1/2 hrs individual support which is in fact 6 hrs and 1 1/2 hrs individual study support which is in fact only 45 mins = 1 lesson. The rest of the Yr10 childs 10 hours support have been given to years 7+8 whole class support
The statement also has many spelling mistakes and inaccuracies and some sentences that don't make sense at all:
(Mrs X also stated that she was happy to have her daughter discharged in school and understood that she would improve her social communication within school)
This sounds quite painful. It was to read. 
I have suggested to the parent that she asks to have the document written professionally minus the spelling mistakes.
Thank-you Bid and Sally 44 for your helpful advice.
This is what I thought. My son (19) A/S didn't get to the statement stage he was deregistered in year 8 after a suicide attempt.
The advice I am seeking is for the parent of the statemented pupil I support whose mother is being walked all over by a senco with no experience of special needs or working in schools with children. She has already brainwashed my other statemented pupils mother into believing that her daughter has grown out of her autism and her statement was finished September 2008.She had been statemented for 11 years. She is meant to be on SA+ but doesn't get any support anymore. It will possibly cost me my job but I can't stand by and watch another pupil fall apart because of the senco's ignorance.
Our special needs team, all 3 of us in a 1000+ school hasn't had a single department meeting since September 2008 because our senco has been trying to pass her gcse Maths and English at grade C. She has also been getting some SEN training one day a week and as they say a little knowledge can be very dangerous. She has a very annoying habit of asking your advice about something and ten minutes latter is quoting what you answered word for word as though she has an ology in it. I call it verbal plagerism.
Sorry I seem to be having a bit of a rant. I've got it out of my system now.
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Hi all,
All help and advice greatly appreciated.
What should it say in part 2 of statement?
The statement I have been asked to look at says 2. Childs Needs: Brief description of childs needs.
I interpret that as a brief description of what help the child would need in order to function on a more sucessful level in mainstream school.
The statement states:
X has had a statement for x number of years. X is socially and emotionally immature although physically developing at common rate. X is dyspraxic and her fine and gross motor skills are under developed. X is physically clumsy and finds co-ordination difficult. etc.
X's movements around school are visibly awkward and X is reluctant to ascend the stairs alone.
Shouldn't it read X needs support going up and down stairs due to her lack of spacial awareness?
X is very anxious about lots of things especially exams. She can misinterpret others behaviour and is often concerned that she is being bullied by students who have done nothing of this kind at all.
Shouldn't that read X needs support due to her lack of understanding in social settings.
What should it say in part 3 of the statement.
3. Resources
X has used her time in one to one sessions to enhance her English learning. Resources are supplied by her specialist school and amalgamated with resources from her TA.
It also states that X has social interaction lessons for 1 1/2 hrs per week which were cancelled over a year ago and were only ever for 45 mins = 1 lesson.
The grid that indicates the childs current overall support reads 1 1/2 hrs individual support which is in fact 6 hrs and 1 1/2 hrs individual study support which is in fact only 45 mins = 1 lesson. The rest of the Yr10 childs 10 hours support have been given to years 7+8 whole class support
The statement also has many spelling mistakes and inaccuracies and some sentences that don't make sense at all:
(Mrs X also stated that she was happy to have her daughter discharged in school and understood that she would improve her social communication within school)
This sounds quite painful. It was to read. I have suggested to the parent that she asks to have the document written professionally minus the spelling mistakes.
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Hi all,
The parent of the child I support is being pushed into a change of provision that she doesn't want. I advised her to get independant help. I meant like Ipsea or NAS and she has gone to her local parent partnership. Aren't they employed by the local authority? If they are how can they be independant? Has anyone had experience of useful help from parent parnership?
Julieann
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My dad has mildish ASD symptoms and is brilliant at engineering and my son is outstandingly good at maths (e.g. he's just finished sitting for his Maths A/S level and he's only 15). Further back in my dad's family are engineers and when you get back to the 19th century a couple of (in their day) famous economists and historians.
Hi Ian stuart-hamilton,
Thats interesting about the engineering as my son 19 A/S is interested in it. My husband is an engineer and his father was and they both have many characteristics of A/S. I have been doing a little geneology on my husbands side and engineering goes way back in his family to around GR GR GR Grandfather.
Julieann
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Hi hsmum,
The year 10 girl I support likes German and Music. A lot of secondary girls on the spectrum enjoy languages. The other year 10 girl I used to support prefared Sciences and Maths. My son 19 prefares computers, Maths and Science.
Julieann
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Hi Dee,
There is no specific 'autistic' behaviour, only the things I mentioned. No spinning, hand flapping, 'deafness' or lining things up. I've not seen much symbolic play.
Hi Dee,
My son 19 has asperger's syndrome. He doesn't hand flap,spin or line things up. he does however wear coats and hats in the Summer and T-shirts with not much else in the Winter.
The difficulties with imagination that people on the spectrum encounter is "Theory of mind" - understanding what other people will think and do. Many aspies have very good imagination and enjoy role play and writing very imaginative stories.
Julieann
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I'm heard people mention "autistic tendencies". Does this mean they are not on the spectrum?
Thanks.
Dee
Hi Dee
Don't be fobbed off with "autistic tendencies and traits of autism " These diagnosis give you no help in the education system. It means the person accessing isn't sure if your child ticks all the boxes. Your child either has autism or they don't. If you get this diagnosis you need to ask to be reaccessed. I can't find the information at the moment but I think it is Tony Attwood and Lorna Wing who both agree that tendencies and traits of autism are not a proper diagnosis.
Julieann
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Hi Corrinne,
You have every right to complain if the work isn't being differentiated. This is disability discrimination because without differentiation the work being set is harder for your child than the rest of the class.
I am LSA in a secondary mainstream school also parent of son 19 A/S.
It has worried me for a long time that in our school I have found the teachers don't seem to know how to differentiate.
It's not rocket science.
Break down into smaller steps.
Simplify the question or have fewer questions.
If using a worksheet take out all the unneccessary pictures and information that may confuse.
Especially black print on white. Pale blue paper made a difference at our school or try blue print on white paper. Not so glary
AS THEY SAY AT MEERKAT MANOR KEEP IT SIMPLES.
I often make a deal with the teacher that if they give me the work in advance I will simplify it for them.
In secondary we are mostly key stages 3+4. If the work is to difficult at key stage 3 I look for similar work at key stage 2 level.
Julieann
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ALL IDEAS ARE WELCOME!!!!!!!
Hi ahead,
I am a little puzzled as to how you can produce a curriculum when no two children with ASD display the same difficulties at the same level at the same time.
You get best results were possible when you target the curriculum to follow the childs latest obsession or interest which also changes from time to time.
You can individually tailor the curriculum but it would be very difficult to predict in advance what their interests might be as what works one day for a child with ASD doesn't neccessarily work another day.
I shall watch this thread with interest.
Julieann
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COP 9:13.Have just pm'd you as you know .
K x
Thanks Kathryn Have printed piece off from teachernet.gov.uk
Julieann
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My statemented ASD student has her annual review on Friday morning 5th June.
To cut a very long story short my senco is refusing to let the parent of my pupil see the advices that the teachers have written about her daughter. When I pointed out that it was a legal requirement of the statement review to allow the parent at least two weeks to read the copies of the advices I received an abrupt e-mail stating.
I (SENCO) have given you (LSA not parent) a copy of the notes.
However it would be correct of me to explain to you that I am under no obligation to send Mrs X these reports as they are not formal school reports. I have however asked Mrs X if she would like to see them before Friday.
I (LSA) Have just received e-mail from Mrs X stating she is going to be allowed to look at (SENCO's words) the " scribbled notes of teachers " 15 minutes before the meeting.
Does anyone know where I can print off an official document with the wording
" it is a legal requirement that the parent receives a copy of the advices two weeks before review date."
Julieann
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can anyone tell me where i can get a realistic priced one for a 10 year old i went on inywincy and they were over £30.Hi Adams mum,
Just found website www.fledgling.org.uk
They have allsorts of clothing items including:
Kooshies Freestyle Swim Nappy childs waist 16-19" £17.75 blue
Aquatherm Swim Shorts – Childrens’ sizes
The Hydrobrief is a soft plastic nappy pant developed by a
group of occupational and physiotherapists for use in a hydrotherapy
pool in a special school. The waist and leg bands are
elasticated and the garment is fastened like a conventional
nappy with Velcro at the front. May be worn over a nappy or
next to the skin. It is designed to be worn under other regular
swimwear. To fit all sizes. Made to measure availability.
Hope this helps. Julieann
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Hi Jordansmum,
I'm a little confused here. I have not had any experience of behavioural units. I am an LSA (ASD) in mainstream
secondary school and mum to son 19 A/S. Aren't the staff in a behavioural unit trained in pupils learning difficulties and the
possible behaviour this triggers if the pupils needs aren't met correctly. In a lot of cases it's the way the teacher speaks to
a pupil that can trigger the behaviour.
I know our aspies have problems with understanding facial expressions but I think they are very perceptive to the tone of
voice of a person who doesn't like them or is annoyed with them even though they don't know why. This in turn causes
anxiety and often anger due to the frustration of not knowing what they have done for someone to dislike them or be
annoyed with them in the first place. They then lash out at the nearest person , object or themselves.
Julieann
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Hi all,
The parent of the pupil I support (Mrs X) has ask if I will sit with her at her daughters review meeting in 4 weeks time. My senco has been off sick since February and when I e-mailed her said she doesn't want me at the meeting.
I think Mrs X can name me as her representative at the meeting if that is what she wants.
My senco has e-mailed me asking me to write a review on how things are going this year with my pupil ready for this meeting.
I mentioned this to Mrs X and explained that I wasn't allowed to see her daughters statement and therefore didn't know what we were meant to be implimenting anyway and she offered to loan her copy to me. She dropped it off at school this afternoon and I have been reading it. It also wrongly states that I was invited to attend when infact I was told the room was too small for all the people that would be attending. There was only Mrs X, senco and connections advisor
I am a little confused.
Is this the way it works.
Do you go to a review meeting to talk about what help the pupil received the year before. Surely you should be looking at what has and hasn't worked over the year that has just gone.
My pupil is nearly at the end of year 10 due to go into year 11 in September and the statement is all about what help she would be getting in year 9.
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Are you suggesting that the current mainstream school is trying to keep hold of your son because of the funding you have obtained via the statement and that they are using that support to support other children?Hi Sally 44,
Just read this post and it rung a bell.
I support a statemented yr10 pupil who is supposed to have 10hrs per week.
Using this 10hr statement I have 6hrs with my yr10 pupil and 4hrs giving whole class support in yrs 7+8
The parent isn't aware of this and if I tell her what is happening due to "lack of professionalism" I would be out of a job.
I'm stuck between the devil and the deep blue sea :
Julieann
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Thank-you to all who have replied to my post. There was a memo this morning for the careers teacher to ring my pupils mother regarding her daughters work experience.
The parent didn't realise that if she picked me up to go to the library in her home town she would be expected to bring me back to school at the end of the day. She wasn't prepared to do this.
The outcome is that I am no longer in the equation and mum and daughter are spending a morning at their local library.
I don't know how the original two days work experience became one day which has now became a morning.
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The school sounds appalling.If it becomes necessary, contact your Union for advice.
Hi Kazzen,
Your right the school is appalling and extremely ignorant when it comes to SEN. The school is high achieving in the league tables and the attitude from most but not all members of staff is that statemented pupils should not be at the school as their needs take up time that could be used on a high achieving pupil who will get straight A*'s. There are those that would say if it's that bad why don't you find another school. My pupil is in yr 10 and only has another year at the school. I feel she has been let down enough by the education system without me joining in.
I have supported my statemented pupil for the last 4 years. I can honestly say that if anything things SEN at the school have got worse not better. I lost 30 hours work last September when my second statemented pupil had her statement finished because she has grown out of her HFA.
I recently asked the head if there was any chance of any additional hours and she stated "that the school wouldn't be having anymore statemented pupils"
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I agree with Kazzen. It's unfair that you should be put in this position - somebody in the school needs to take some responsibility and discuss this with the parent and work out a solution that suits everybody. Can the careers teacher help? The head sounds like a nightmare. Poor you.
K x
Hi Kathryn,
The careers teacher told my pupils mother that the school weren't able to find a mainstream work experience placement for her daughter with her needing constant 1:1 supervision. As the pupils in these placements are expected to be able to follow basic instructions on their own.
When my pupils mother kept insisting that her daughter had a placement the same as the other pupils it was suggested that she could possibly find a 1 day placement for her herself. Having me look after her for the day was never mentioned.
I'm thinking that we might have to go down the road of if mum wants the same as the other pupils they don't have any support in the work place
"The head sounds like a nightmare. Poor you."
The head is a nightmare not only does she think my pupil shouldn't be at the school she doesn't want me there either. She halved my hours last September and has told me that "she will not be having anymore statemented pupils in the future at her school"
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I can't see that she can tell you what to do - you are not empoyed by her. Even if the school agreed, then there must be insurance and health and safety issues. If the child lost it/hurt herself would you be held responsible?I think she is overstepping the mark, but it should be up to your SENCO or Head to tell her so. They cannot make you work hours that you do not normally, without your agreement.
Thanks for that Kazzen 161 that's what I thought.
Unfortunately our SENCO had a back operation in December and hasn't been back since.
We don't have anyone dealing with SEN issues.
The head doesn't have anything to do with SEN pupils unless they are in trouble. Her only interest is in the high achievers in the school. She used to teach top set year 7 but doesn't even do that now. She stays in her office all day with the curtains closed and the electric fire on. Yes really.
Senco lost the plot
in Education
Posted · Edited by julieann · Report reply
Thank-you all for your useful comments.
Bid I'll check what it said on the front. I know that the senco was very keen to get this document signed by the parent so that the school could send it back to the LA as it has to go before a panel who have to agree to a change of provision.
Chrissiefiddle My pupil hasn't had an IEP looked at in almost 2 years. The old one that she has got has unachieveable targets on it. I and my other 2 LSA's haven't had a single departmental meeting since September 2008
The senco has either been at college getting the required GCSE's in English and Maths or off sick. There is no one else available to speak to who has a clue about special needs.
I am speaking to my union rep tomorrow (Thursday) morning. I'll post how I get on.
Julieann