Sallya

Hi Simon, great to hear your good news, xxx

Found him! Thankyou xxx

Thanks Kathryn, Helen and Simon, I looked at the charter, and couldnt find the EP on it, so I called the practise, and sec was very suprised that it wasnt there; she is going to send his cv for me to look at; she said he had worked for an LEA in the past, and was very experienced in asd; but she could say that over the phone til she was blue in the face; best to see for myself; and she said I was wise to check that he was the best person to see. Have called education officer to set up meeting after the holidays, and he said to make sure I send him the report before the meeting, because he might be able to make a decision before the meeting. Have decided to go ahead with the assessment, and I left a message with the sec to let head know I had had a chance to rethink over the weekend, and I wanted to go ahead with the assessment. I am going to call parent partnership in the morning to see if they will go with me.

Yes I did say they could phone around; the LEA has given that feedback. Thanks for your pm, will check out EP.

Not banned, but it is a controlled drug. In a hospital, 2 nurses would have to check the dosage and sign for it.

On Friday, the head and the SENCO tried to phone around and see if they could find a less expensive EP, and check that the price was right(�550). They were worried that the LEA would not use the evidence and it would be a waste of money. The price included a home and school visit, and a full assessment. Basically, the feedback is that although very sympathetic, that the EP wouldnt be able to find any thing different to what is already in Ds paperwork, and as he has made a bit of progress, and the school are giving him lots of support, it wouldnt achieve anything. The head has said that the LEA EP will be willing to meet with me to discuss D and she has given me a list of dates she can make to see the education officer. She said that if the LEA are going to be this difficult, that when the time comes for him to start middle school would be the best time to get an independant EP, she is sure middle school will want to apply for a statement within the first month of him being there. She said he is coping well in the playground and classroom and letting it all out at home which is common with ASD children; but it is an educational statement, and that I really needed to focus on getting help at home, and to try and get him on a holiday scheme and after school clubs. D has friends around for tea and is invited back to tea, he goes to the school after school clubs but he doesnt really enjoy them. and would rather come home and play, and just have a bit of peace and quiet rather than more time HAVING to behave. So it seems that the happy little boy I have now, will have to go to middle school and show them he isnt coping before he will get extra help. I really dont want to do this, he was bullied in reception and yr 1, and the school would not accept his dx. So I moved him to another school where he is now. He is surrounded by lovely adults who understand him, and they deal with all his problems very, very well. He has come a long way from the scared ,unhappy little lad he was, but it has been such hard work for him, his teachers and me. I dont want to go backwards just to get help, it shouldnt be that way, should it? He has already told me he is worried about middle school, and he thinks he wont be able to do the work. He had to write out his 5x table for homework last week, and he managed 2 lines before he burst into tears and said he couldnt do it. I had to write out the calculation and then he filled in the answer. Today he asked me what is wrong with him when we tried having dumplings for dinner, and he said he couldnt eat it because he was scared of new food. I feel like I am going around in circles with this statement thing. Just when I think I am getting somewhere, someone comes and slaps me round the face with a wet kipper. Time to get the kids ready for bed, and to try and work out what I do next. Sallyann feeling fed up xxx

Hi, What a nightmare for you. I would say that he behaves this way BECAUSE he AS and his teachers and school have no understanding of what they are dealing with. That is at the heart of the problem, and your head sounds like a bully. I would say to the head that if he wants to focus on behaviour that he needs to have behaviour support in the meeting, because they can advise the school on the best way to deal with your son and put strategies in place to help school and your son cope. <'>

Thanks guys, sorry for being a big woss!

Have just been on to phone to the acting ed officer, who is dealing with Ds refusal to assess. He wanted a meeting next week. I said no, that I was having an independant report done, and I didnt want to see him until then. That my appeal would be in place. He said he didnt want to have to do all the paperwork for a tribunal if I could provide evidence that might lead to them reversing their decision to assess. I said I would send a copy of the report before the meeting. He tried to get me to have the meeting a week before the final date I can appeal. I said that Mrs K would be attending, and it would have to be after the holidays. He asked who Mrs K was, I said the head of school and I needed to make sure that she was able to make that date and time. I said I would withdraw the appeal if they sent it to me in writing that they would assess D. Will call back next week to confirm date and time. He seemed slightly taken aback. The independant EP is willing to support us at a tribunal if it should come to that. Just waiting for IPSEA to call me back. Feel a bit more positive that I did a couple of days ago, when I felt I was just making a mess of everything. Am I doing it right, or is it just one big pigs ear?

Thanks Karen, the NAS lady was lovely, but she said as I am waiting for IPSEA to call back this week, that it would be pointless sending everything to her. Have contacted an independant EP, he will do a school and home visit, Head said she had no objections, I could do whatever I needed to and she would back me. Cost will be �550, so need to work a few extra nights! I am waiting for the education office to call me back today, to set up a meeting, have got the head coming, and parent partnership will come as well. Will find out this week when the pead can see him, and IPSEA should be calling soon. Thanks again everyone for all your help.

forgot to say that school encourage him to go into assembly, and let him come out if he is not coping, the head said the other day that he would be having a hell of a time in any other school.

Thanks Kathryn and Helen, I have all the paperwork that was sent to LEA for his assessment. I have made photocopies of everything. A copy is going to the NAS lady for her to look through. He has had an occupational therapy programme in place since reception, and the Behaviour support team for 2 years. This will be different when he changes to middle, different team for older kids. The buget is changing next year, the school will be allocated money for SEN, to choose how it will be distributed. Im not sure, the SENCO didnt give me very much more than this and I was too tired to really understand. The LEA have said because he has made that little bit of progress he doesnt need more help.

O k I will look into this more. At the moment I am struggling to write my reasons for appeal; hope you dont mind if I run them by you, in case you can think of anything I could change or add; To whom it may concern, My reasons for appealing against the decision to not give my son.... a statutory assessment are as follows; He has made a little progress, but this has been with much help and support from the adults at his school. His progress has been slow. He finds it difficult to trust new adults, he has built up some good relationships withthe staff at his present school and he will be very upset to say goodbye to them and will find it difficult to build new relationships with new adults when he goes to middle school. He finds it hard to control his emotions. He gets very distressed and at times curls up into a feotal position and takes much encouragement or distraction to recover from this. He cannot work independantly in the classroom. He is easily distracted.He has a short concetration span. Without adult support, he is unable to think things through for himself. This upsets and frustrates him, and leads to tantrums and rages. His lack of understanding other peoples thoughts and feelings can lead to arguements, and his differences compared to his peers put him at risk of being bullied. H e needs an adult to keep a close watch and intervene, because he can also become aggressive if children will not play the game his way. He is very rigid in his thinking. Socially, he is very vunerable. He needs a graet deal of understanding and support from his teachers and peers on how his autism effects his feelings and behavoiur. He has poor organizational skills, needs constant reminders aboutself hygiene, has poor gross and fine motor skills and has no awareness of danger. He cannot cope with assemblies and music lessons, and he gets over emotional and needs guidance from an adult at big events at school. With extra help he would continue to make a little more progress. Without extra help he is vunerable and he will struggle to progress any further.... Is this ok? Can I improve it any way? Sorry if I am asking for to much help here, but Iam finding this part of it really difficult. lots of love sallya

Morning everyone. Sorry if this is a bit muddled, I have worked a couple of nights this week, and I cant think straight. Plus I ve got the headache from hell. Regarding the EP, Ds name was brought up with him at a meeting this week. EP says that the LEA feel D is getting adequate support, and has made some progress. School say D has made a little progress, but it is slow, and because he has a lot of support; that he cannot work independantly, and with extra help he would make even more progress. His sats results were low, and an adult listened to him read through, and marked the answers that D thought they were, because D will just tick any box to get it finished as quick as he can. It doesnt look as though the EP is going to see D. He also said that having Aspergers( D has ASD, so I dont think he has fully read about D) doesnt mean that a statement is necessary. I am thinking about getting an independant assessment by an EP done. I am waiting for a lady from the NAS to call me back this morning She wants me to give the reasons why I am appealing, and to be honest, I just cant think straight, with 99 hammers pounding in my head! Middle school will be a big change for him, he finds change very disturbing. He finds it difficult to trust new adults, he has built up some good relationships with the adults at his present school, and he will find it very upsetting to say goodbye to them. Now the tears have started and I cant see the screen! Ca n you help me get my reasons straight?

Thats fantastic, it must be a big relief to be getting somewhere. Well done for all your hard work and not letting them beat you. <'> lots of love Sallya xxx

Hi Bid, I spoke to the head again today, and mentioned this, she said that is why she is getting the ed psych involed. I thought it might be a good idea to write down some of Ds history and present problems for the EP to read, as it can be difficult to get to get a full picture from one meeting. These include, he needs constant reminders about self hygiene, cant use a knife and fork together, cant do shoe laces or buttons, poor organisational skills, poor handwriting , uses literal language and copies from tv, radio, books and tapes, cannot tell the time, or describe things that have happened, appears to have mature language that he copies ; but lacks the understanding of what it means,has poor gross and fine motor skills, is over emotional and needs guidance at big events at school, cant cope with assemblies or music lessons and often has to leave because he cant cope; wants to be the leader and gets very upset if the other boys wont play his way.... it sounds like a catalogue of disasters....but because he is a happy boy with a big personality it can be hard to spot .....so I need to word it very carefully... he has seen OT..physio.. speech therapist...physcologist from CAMHS....(this is probably why they didnt get the EP in before...only guessing here..).. .

I spoke to the head this morning, she is steaming that his assessment has been turned down; she is going to resubmit the paperwork at the end of term. I spoke to IPSEA, who have said that I can resubmit the paperwork, and appeal at the same time. I have called NAS to ask for an advocate to go through all the paperwork to present a case, I have called Dfes for copies of the SEN toolkit and the code of practise( my computer plays up if I go into a PDF), and I have called the education office for the criteria for statutory assessment, which they are rewriting and will have the new criteria in April. I asked for them to send what they have now, and the new one when it comes out. Also called SENDist for paperwork for an appeal. The head is also getting the ed physc involved. Have I missed anything out??!! Oh got to write a letter to ed office telling them I am appealing against their decision, thanks for all your advice, it made it less stressful.

Thanks again everyone. I wouldnt have known where to start this morning, without somewhere to turn to.

Thanks everyone, I am making a list of things so I have a plan of what to do next. I have calmed down a bit, and have been making cakes with the kids(never again!). The website does not have the criteria for statutory assessment on it, so I will find out what that is first , call IPSEA and see what the head says, thanks again xxx

I dont mind you asking; they have turned down the assessment; the reasons; "the evidence provided to the panel the level of Ds difficulties do not place him within that small group of children, which would normally warrant a statutory assessment. His test results place him at a level which would normally be met by appropriate school action SENCO to liase with middle school SENCO to aid his transition into middle school The school will be asked to continue supporrting and monitering Ds educational progress and to seek advice from their Ed Pshch, Social Communication and interaction team and/or the Learning support team at reg planning and review meetings when appriopriate. D is recieving support through targeted in class, individual and small group support with LSA. Small group support with head. We beleive it is appropriate to meet his current needs. Written to school telling them of our decision. We are confident D will continue to benefit from their help, sure they will be happy to speak with you." They have given me the name of an acting Ed Officer( Inclusive Learning Team) to arrange a meeting which I think I will do, and Parent Partnership leaflet and a leaflet from Global Mediation. They also say " We would hope to resolve any concerns that you might have locally, but in the unlikely event of us not being able to agree the way forward, you do have the right of appeal to SEND Tribunal." D has a lot of problems working independantly, and the Head says a statement would protect him in middle school. What do you think the best way forward is? I need a plan of action . D is at the more able end of the spectrum, and he has made good progress, but the school is exceptionally good, and understand his needs so well which I know is rare,I have the choice of 2 good middle schools which is another thing I am dealing with at the moment. Thanks for replying xxx

: Any one know the feeling? Why do they always send you things like this on a Saturday when you cant do anything about it? I will talk with the head when they go back to school, she is very supportive and really wants a statement for D. My gut feeling is see you at tribunal, it might be an over emotional response, and I might not be very rational at the moment, but I will get him that statement.

Hows it going, Rabbit? xxx

Our CAMHS waiting list is 2 years, I waited patiently so my son could be seen in October last year, and then when E s teach said see your GP for a CAMHS referral, I kinda flipped my lid at another 2 year wait and complained to the hospital.I got a phone call this morning to say I would get an emergency appointment. Just one thing at a time, or you will be completely overwhelmed; if you dont take care of yourself, who will take care of J? sending you love and hugs xxx

Hi, Im sallyanne, I have a son age 8 with ASD, and a daughter who will soon be 5 who is waiting for an assessment. Hoping to make some new friends as I dont know anyone else whose kids have probs, and it can be hard work to make mums with bog standard kids understand their difficulties. I work nights at the hospital as a health care assistant, and I have just passed my driving test recently, its made a big difference to all of us, as it means no more buses or trains. My son D is under going the statementing process and I think my daughter E might have ADHD . So glad the kids have gone to bed! Peace at last! lots of love S XXX