Hectorshouse

Hi Kathryn, it is perfectly reasonable to expect a consistent service, and if the bus is early they will have to wait, your collection time is your collection time, but saying this you may also have to allow for when the bus might be delayed, this may also cause some problems. Oh the joys of rigidity!! I also echo Simons comments, spot on as always. HHxx

S G I wish there was something I could add but I think everyone has pretty much covered what I feel about this and when I read your post All I can send you is & <'> & HHxx

Hi Vicletia, and welcome to the Krism board, I think the first thing you need to do is go to the education section of the board, and read through some of the pinned topics and other threads there. That will give you a clearer idea of what a statement is, but in basic terms a statement of special educational needs (statement of SEN) is drawn up after an assessment that is carried out by the LEA if they determine that the child needs extra support within school. And if only it was that simple to actually get and get right, we wouldn't have so many topics on here about problems with LEA's and Statements. Special Educational Needs can mean a whole host of things, and if you have a child that has SEN a statement is meant to be their security to accessing education according to their needs, it is also the delegation of specific funds from the LEA to that child for the purpose of supporting that childs SEN. Hope I haven't confused you too much, HHxx

Hi Tez, sorry I can't answer any of your queries, but I was just going through T's OT report, when I read you post ... on T's assessment there is no mention of any Sensory Profile ... now obviously T does have sensory issues I didn't realise this was an OT area ... do I need to get this done? HHxx

Finally got a response from the School A was supposed to attend ... Dear Mrs XXX Thank you for your letter. I am sorry that you and A feel let down and dispointed by XXXX Technology College. There appears to be some confusion over the arrangements and expectations. Mrs XXX takes an assembly on Monday mornings and had arranged for A to be met by two students at 8.50 am, which they did. A lot of previous work and time had been spent to set up the situation. The students had been briefed, the tutor carefully selected and briefed, a tour had been completed with Mrs XXX, A and yourself and an introduction had been made to the SENCo. Mrs XXX was available from 9.00 am, as duty manager, and had planned to visit A during the middle part of the morning. We are keen for A to join us and the place is still available although from the latter part of your letter you suggest that you are not. However, if you wish for A to join us please contact Mrs XXX, Student Services Manager, in order that we can arrange a further admission date. Yours sincerely HT Bit hungover today, as had a date with long suffering one last night ... a few to many glasses of wine me thinks but I am already formulating a response to the inaccuracies in this letter. Firstly, NO-ONE ever told me or A what would be happening on his first day, how can you relieve someone anxiety if you can't tell them what will be happening! Secondly, we had a tour but that was a month prior! Thirdly, a smile hello at the SENCO, who I had previously met when I had done the round robin of all the schools for T, doesn't count as a formal introduction. Fourthly, if Mrs XXX was available from 9.00 am then why the ###### did she take until nearly 11.30 to return my call. Fifthly, it was totally inappropriate to send students to greet A, no matter how well briefed they were. Sixthly, how was I or A to know that his tutor has been 'carefully selected and briefed', again a complete lack of communication. Seventhly, yes a lot of work had gone into A's reintegration at home as well, and it made me look like a liar, I had told him that the school would support him and not abandon him, and they were there to help him get his GCSE's etc etc ... 2 months of hard work convincing him it was a good idea to go back and finish year 11 ... stupid me!!!! Anyway rant over ... hang over kicking in and damn gotta go to work in half hour ... I'd love anyone elses opinion on the HT's reply, am I over reacting due to the hangover, or is it complete wish wash like I think it is? HHxx

Totally agree with Simon's posting, get it in writing from the LEA definitely, and crack on with your appeal against their decision. We will all help I'm sure as much as we can, and bearing in mind my own recent experiences, get on the phone or email to your local newspaper and MP, it certainly rattled my LEA's cage and the turn around in their attitude has been fantastic. I'd love to see what exactly their reasons are for not agreeing to do a statement. HHxx

Lil Me I hope your ok today, you are in my thoughts, I wish I could make it better for you, but try and remember that you are not alone, we all know how you feel. I have been on and off the happy pills for years, it does come in waves but it does get better. Hang in there, <'> >< <'> <'> <'> <'> <'> HHxx

Found this, although not directly ASD is has some very valid points. http://education.guardian.co.uk/schools/st...1636303,00.html HHxx

Relieved is one way to put it Although we almost had an incident this morning ... Taxi turns up at 8.00 am, T is still in bathroom doing his teeth in his PJ's, I run out to matey the driver and find other kids in the car ... to which he said he hadn't been given a time, and that the Taxi company had reorganised the cars so as the 6 who were in one are now split as 2 live south of the river and the rest north of the river ... not a major issue, T coped well, especially as it was a large 6 seater and he had the whole of the back to himself. Felt a bit weird though, waving him off, I think T was a bit disapointed, he said to me he felt like a rock star having his own car ... delusions of grandeur my boy! HHxx

Well done LKS, I have to agree with Phas that your SENCO seems pretty clued up, its a shame about some of her colleagues though The homework excuse is just plain laughable .... the fact that it takes time is not your problem its THEIRS! but I love your response I hope everything else is going OK, HHxx

Z I'm so sorry that comm was sent home on Friday, but it was good news that the EP witnessed some of it. Good luck for the AR, you know your stuff and I am sure you will handle the meeting well. HHxxx

Hope you have a good one, HHxx

Annie I'm so sorry your son had to experience this <'> <'> <'> HHxx

And after everything its as simple as this email ... the concrete, in black and white agreement to transport. As agreed, transport has been arranged for T from next Monday, 14 November. Club Cars will pick him up from home at about 8.15 a.m. and drop him home at about 3.50 p.m. Please ask him to liaise with the driver to ensure that he knows where the afternoon pick up point will be at the school. Hopefully all will go well, but please contact me if you have an concerns. Deputy Transport Manager HHxx

Way to go Lauren, HHxx

I'm with you Phas on this one (also ducking as everything PC is thrown my way), yes there are DEFINITELY some really ###### awful SENCO's out there, my last one oh witch lady was definitely one of them, but there are those that are absolutely brilliant and worth their weight in gold (comments directed towards new SENCO at T's new school). The Majority of SENCO's I have come across now, and that is quite a few in only two years, is that they are little working knowlegdge or experience of our little darlings. The government insisted upon inclusion but didn't back this up with the appropriate training to those involved with delivering it. This isn't just the fault of the SENCO's its the fault of the system as a whole. When T was first DX'd 3-4 years ago now, his current school hadn't even heard of Asperger's, his SENCO also put the same cr@p on our DLA form and we didn't get it. Even when we moved to Cornwall and the SENCO (apparrently ) knew about Asperger's she still disagreed with me about the DLA form, insisting as that as he didn't have ADHD what did I need the form for ... they were making us go through re-DX at the time for ADHD which T doesn't have, as they wanted to medicate the child and found ADHD and easier DX to understand. The DX came back the same as before!!! I have met SENCO's that really want to help AS children but are at a loss as to know how, and have ended up having to guide them to avenues of help and guidance. The crux of the matter is, is that our children are far to often being dumped into a system that just isn't prepared for them. This problem lies firmly at the feet of Mr Blair and the inclusion mantra that has been paraded by his government, saying that it was also a Tory policy, I don't want to start a political debate, but the people who can change this are those in the higher echelons of power. HHxx (ok getting of me soap box now!)

Well done Kay, this is definitely the way to go, tackle the ignorance head on! I have had exactly the same problems with T, some days he is a parrot and makes parrot noises all day, others he just makes odd humming noises completely unaware that he is doing it. He has often been called truculent, abbusive, manipulative etc ... because of his blunt and literal interpretation. Go get 'em, it makes a heck of a difference when they come across parents who know their stuff. HHxx

The following is a link to the audit commission and a report called Going Places: Taking People to and from Education, Social Services and Health Care http://www.audit-commission.gov.uk/reports...BA-7DF2FC096CE2 The following is a link to a law firm that had some brilliant stuff on school tranport, case law, legislation etc ... http://www.4-5graysinnsquare.co.uk/publica...dex.cfm?id=1070 These make interesting reading, and have been very useful in my discussions with the LEA. HHxx

Hi Lisann, T does have a statement, his school is 10 miles away, his designated school agreed that they could not meet his needs and neither could any other in our direct locale. Our LEA (bless them) told me that it was my parental preference and as such it was my responsibility to provide his transport ... and also as his school is not named in the statement because of our move of borough then he didn't qualify acording to the transport dept. If you go to my thread in education 'New Area New Problems' there is some good case law bits about transport that I got from the IPSEA website. Also, even if you don't have a statement, and receive DLA and the mobility component this can be used as evidence of a need for transport, I also had a letter from my Peaditrician (sp?) that T would qualify for tranport under supervision grounds. It hasn't been easy to get, but by sheer ###### mindedness and persistence I have managed it, it has taken the threat of newspaper coverage and a meeting with my MP. At the end of the day this does come down to money, the LEA will try everything possible to keep you from appealing or hassling them into providing transport. I was also prepared to compromise and work on a deal with them, but that was only as a last resort, I'm a bit stubborn when I get going. I did find some really good legislation from a law firm that I wil put up that might be of interest. HHxx

Quite right. What's more they are not qualified to challenge a dx either! ABSOLUTELY!!!!! Also the COP says this about IEP's and transition in the primary phase Individual Education Plans 5:50 Strategies employed to enable the child to progress should be recorded within an Individual Education Plan (IEP). Further information on managing IEPs and Group Education Plans can be found in the SEN Toolkit. The IEP should include information about: the short-term targets set for or by the child the teaching strategies to be used the provision to be put in place when the plan is to be reviewed success and/or exit criteria outcomes (to be recorded when IEP is reviewed). 5:51 The IEP should only record that which is additional to or different from the differentiated curriculum plan, which is in place as part of provision for all children. The IEP should be crisply written and focus on three or four individual targets, chosen from those relating to the key areas of communication, literacy, mathematics, and behaviour and social skills that match the child?s needs. The IEP should be discussed with the child and the parents. 5:52 Where a child with identified SEN is at serious risk of disaffection or exclusion the IEP should reflect appropriate strategies to meet their needs. A Pastoral Support Programme should not be used to replace the graduated response to special educational needs. Reviewing IEPs 5:53 IEPs should be reviewed at least twice a year. Ideally they should be reviewed termly, or possibly more frequently for some children. At least one review in the year could coincide with a routine Parents? Evening, although schools should recognise that some parents will prefer a private meeting. Reviews need not be unduly formal, but parents? views on the child?s progress should be sought and they should be consulted as part of the review process. Wherever possible, the child should also take part in the review process and be involved in setting the targets. If the child is not involved in the review, their ascertainable views should be considered in any discussion. School transfer 5:66 When children move schools, either at phase transfer or at any other time, primary schools are required to transfer school records for all pupils within 15 school days of the child ceasing to be registered at the school.32 However when transfer arrangements are made in advance it is good practice for information to be provided in time for appropriate planning by the receiving school. Secondary schools or a new primary school should receive the school records of all pupils identified by their primary schools as having special educational needs. When such a pupil is admitted to a new school, the school should be in possession of a good deal of useful information about the child, including any detailed background information collated by the primary school SENCO; copies of IEPs prepared in support of intervention through School Action or School Action Plus; and any statements of special educational needs. Probably singing to the converted, but hope you get this sorted. HHxx

Its not often that good news is what I can type, but yes we do have some I had a telephone conversation from my SW today, to let me know that the transport dept had been in touch, he was chasing up the appeal paperwork and was told this by them that the LEA officer 'She has decided that T WILL qualify for transport assistance to QE, and will be e mailing me to that effect.' This is such a victory for T and me, it will mean no more 40 mile round trips every day and save us soooooo much money!!! Looks like it'll be drinks on me next we/end! This all comes after my meeting with our MP, who was gob-smacked by what the LEA were promulagating as their transport policy with regard to T, and he did say he would be speaking to the LEA about this ... me thinks he did and rattled a few cages, the LEA were adament that T did not and would not qualify for transport but now it appears he does One small victory makes this day a damn good one! Also managed to get my SW to email his communications between him and the transport office so now have it in writing, so theres no backing out of it HHxx

hmmm .... very difficult one this, but as has been said normal parent/friend relationships start together, you have a chat over a coffee with the children their etc ... Saying that, this is what I have done as a parent. As someone with AS I never had this happen to me, but I did tend to adopt various adults during my childhood apart from my parents, also T has always been a favourite with the dinner ladies, always gets extra xmas pressies from them etc ... but I think this is a kind of mascot thing. I would go with you gut instinct, but don't put this lady off, she might turn out to be a ray of help, invite her round for a coffee and go from there, one step at a time. Your not unreasonably overprotective, I would have had my concerns as well. HHxx

Letter to the school, LEA and chair of governors ... Dear Sir Re: A XXX 21.6.90 Yr 11 My son A was due to start at XXX this Monday, after a considerable time out of school; the place was agreed and negotiated between Mrs XXX and XXX EWO for Devon LEA. A is a school phobic; he experienced severe bullying during his time in Falmouth and as such found the prospect of returning to school extremely distressing. I had hoped that from our initial meeting with Mrs XXX that A?s problems were clear and that support and empathy for his situation would be available at XXX. However, on his start day (Monday 7.11.05) we both arrived to school, no-one seemed aware of his intended start, A was extremely anxious and getting more distressed. He did not fully understand his time table, not sure as to which week he was starting on, he did not know the name of his Tutor and wasn?t sure if he was even going to be able to go into a tutor group. After waiting for 25 minutes two year 11 boys came down to meet A and take him up to his tutor group, at this point A became extremely distressed and was visibly shaking. I felt that this was inappropriate and that we would wait until someone could come and talk A through what would be happening on his first day. Unfortunately we were not able to wait that long, A started to feel sick and was sweating, so I decided that we would go home. I appreciate that Mrs XXX felt that the two year eleven boys, your head boy and assistant would be enough to escort A into school, but considering A has been the victim of bullying by his peers to send him into a virtually unknown environment with two boys was unacceptable. I had hoped that at least out of courtesy someone from the teaching staff, either Mrs XXX who had already met us or perhaps his Head of Year or even his Tutor, would?ve met A and myself on his first day, to welcome and reassure him into school. Such a simple step would?ve alleviated much of A?s anxieties, he had many questions he wanted to ask and many fears that needed reassuring from a responsible member of staff, not other pupils whether they are the Head Boy or not. The result of Monday?s attempt at reintegration is that A has now completely regressed to where he was two months ago, he feels let down by another school and has lost his trust in those who were meant to be helping him. As A is a school phobic with extreme anxiety I would?ve also assumed in the least that the school SENCO would?ve been involved in his reintegration, as after all A has emotional and behavioural difficulties that are preventing him from accessing education, this is a SEN issue and I am extremely disappointed that at no time it has been considered as such. As a parent I am extremely disappointed that A has not been able to access education that would enable him to at least obtain GCSE?s in Maths, English and Science as agreed, and that his self esteem has taken another serious down turn. The lack of empathy from Mrs XXX is also extremely disturbing, her comments to myself were ?wouldn?t he of had these problems anyway?? well yes of course he would?ve had these problems, but if a more considered approach to his return to education had been applied he would not now be in this situation. The lack of courtesy to me as a parent and to A was also very disappointing, and only goes to confirm that XXX would not have been able to support my son?s needs, or relieve his anxieties in his return to school. Yours faithfully XXX cc Mr XXX, Chair of Governors Dr XXX, Director Of Education, Devon County Council

Thanks Clarkie Thanks Z that was a fantastic link to Canopus's thread, very interesting reading, A has also been on the net and doing some research as well, gotta keep him busy!! Am in the process of writing a letter to the HT of the school A was meant to be going to and copying it to the Director of Education at the LEA and Chair of Governors HHxx

thank you again for the wise words Am feeling so much better this end of the day, I think not being well has had its effect on my emotions as well, get so tired of being everyones rock sometimes I just want to curl up on the sofa and shut the world out .. but hey ho its all good fun really Have made an appointment at the GP for A, and have a meeting with EWO later in the week, also have decided that if A can the link eding that will be fab, but I will home ed him as well but not take him off the roll so as to keep the back up eding from the LEA. Just gotta look into the home eding bit now, I did it before with A after his father died for a year which was really stressful, but I think I can manage to coach him through his English and Maths GCSE, thank god its not science though not good at any of that. If anyone has any good links for home eding GCSE's they would be gratefully received, one good thing though today ... T is now going full time as from tomorrow, he is having such a fab time at school they love him and he loves them such a turn around from before. A has just been and sold his school sweatshirt to the next door neighbour for a fiver and seems sooo much happier knowing he hasn't got to back to school, just worried that he is making his world really small, he says he wants to go to college in September, but if he finds school this stressful then I'm not sure how he would cope at college .. but one step at time! Thanks HHxx