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      Depression, Mental Health and Crisis Support   06/04/2017

      Depression, Mental Health and Crisis Support   Depression and other mental health difficulties are common amongst people on the autistic spectrum and their carers.   People who are affected by general mental health difficulties are encouraged to receive and share information, support and advice with other forum members, though it is important to point out that this exchange of information is generally based on personal experience and opinions, and is not a substitute for professional medical help.   There is a list of sources of mental health support here: <a href="http://www.asd-forum.org.uk/forum/index.php?showtopic=18801" target="_blank">Mental Health Resources link</a>   People may experience a more serious crisis with their mental health and need urgent medical assistance and advice. However well intentioned, this is not an area of support that the forum can or should be attempting to offer and we would urge members who are feeling at risk of self-harm or suicide to contact either their own GP/health centre, or if out of hours contact NHS Direct on 0845 4647 or to call emergency services 999.   We want to reassure members that they have our full support in offering and seeking advice and information on general mental health issues. Members asking for information in order to help a person in their care are seeking to empower both themselves and those they represent, and we would naturally welcome any such dialogue on the forum.   However, any posts which are deemed to contain inference of personal intent to self-harm and/or suicide will be removed from the forum and that person will be contacted via the pm system with advice on where to seek appropriate help.   In addition to the post being removed, if a forum member is deemed to indicate an immediate risk to themselves, and are unable to be contacted via the pm system, the moderating team will take steps to ensure that person's safety. This may involve breaking previous confidentiality agreements and/or contacting the emergency services on that person's behalf.   Sometimes posts referring to self-harm do not indicate an immediate risk, but they may contain material which others find inappropriate or distressing. This type of post will also be removed from the public forum at the moderator's/administrator's discretion, considering the forum user base as a whole.   If any member receives a PM indicating an immediate risk and is not in a position (or does not want) to intervene, they should forward the PM to the moderating team, who will deal with the disclosure in accordance with the above guidelines.   We trust all members will appreciate the reasoning behind these guidelines, and our intention to urge any member struggling with suicidal feelings to seek and receive approproiate support from trained and experienced professional resources.   The forum guidelines have been updated to reflect the above.   Regards,   The mod/admin team


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Everything posted by phasmid

  1. Unlawful Exclusion Information

    Thought people might like this info all in one 'hit' as it were. Some of it is from my posts/research some from other posters (who I hope don't mind me putting it in). You may find some of it useful to copy and paste into word to waive at schools etc; The following information is taken from here: http://www.governornet.co.uk/publishArticl...ring=exclusions Pupil Exclusion - Overview When is it appropriate to exclude a pupil from school? What are the procedures for dealing with appeals? How does a head teacher communicate effectively with parents in such difficult circumstances? In all cases there are many issues to consider, and the need for an established framework is apparent. This article provides an overview of the process of exclusion and access to key resources. Responsibility Only the headteacher (or acting headteacher) has the power to exclude a pupil from school. He or she may not delegate that power to someone else. The headteacher may exclude a pupil for one or more fixed periods of not exceeding 45 school days in any one school year. He or she may also exclude a pupil permanently and may also convert a fixed period exclusion into a permanent exclusion if he or she decides circumstances warrant this. The governing body (or their discipline committee where one is in place) have no power to exclude a pupil, nor make a headteacher's original exclusion more severe. Roles and Actions The headteacher must: ? inform the pupil's parent of a period of exclusion, or that an exclusion is permanent ? give reasons for the exclusion ? advise the parent that he or she may make representations about the exclusion to the governing body ? advise the parent how his or her representations may be made ? under certain circumstances (see guide to the law chapter 12) notify both the LEA and the governing body of the details of the exclusion The governing body's role essentially is one of reviewing, as the need arises, the headteacher's exclusion decisions. The governing body are advised to establish a discipline committee of three or five members and appoint a clerk to the committee. The headteacher may not be a member. Where the headteacher is required to notify the governing body of an exclusion, the governing body or committee must meet to: ? consider the circumstances in which the pupil was excluded ? consider any representations about the exclusion made by the parent and by the LEA ? consider whether the pupil should be reinstated immediately, reinstated by a particular date or not reinstated There are time limits for consideration of exclusions - see Chapter 12 of the Guide to the Law for details. If the governing body upholds the exclusion, the parent may appeal to an appeal panel established by the LEA. The Law The Education (Pupil Exclusions and Appeals)(Maintained Schools)(England) Regulations 2002 (SI 2002/3178) are the main regulations applying to exclusions. These can be read by following the hyperlink in Further Reading below. The Education (Pupil Exclusions)(Miscellaneous Amendments)(England) Regulations 2004 (SI 2004/402) makes some minor amendments to the above exclusions regulations. These can be viewed through the appropriate link in the Web Links box below. Web links: Education (Pupil Exclusions)(Miscellaneous Amendments)(England) Regu... Improving behaviour and attendance: guidance on exclusion from schoo... Working together on exclusions: a discussion paper on the prevention - see below Note: these links don't work from here, but they do on the original page. But, see below for follow up from the bottom link. Background: Exclusions Guidance 2004: Getting it Right - a Training Pack for Clerks and Chairs of Governors GttL 2004 - Chapter 12 - Discipline and attendance (Link to Chapter 12 of Governors Guide to the Law for all types of school) SCHOOL PROFILE Consultation - Launched 26/03/04 (Ref: DfES/0335/2004) Further reading: Education (Pupil Exclusions and Appeals)(Maintained Schools)(England) Regulations 2002 (SI 2002/3178) (amended 22/3/04 by SI 2004/402) Exclusion Data Unofficial or informal exclusion - how to address the problem. Effective date: 20 January 2003 Posted date: 18 March 2003 The following are from the bottom link (marked see below, above): http://www.governornet.co.uk/cropArticle.c...17&mode=further Unofficial or informal exclusion - how to address the problem. What is the issue?Unofficial or informal exclusion refers to teachers sending pupils home for disciplinary reasons, but not following the procedures required for formal exclusion. This practice is illegal. The pupil may be marked as an authorised absence, or in some cases marked as attending, and eventually taken off the school roll, although not having another school place.Why does it happen?Unofficial exclusions take place for a variety of reasons. In some cases teachers may see this as a way of managing pupils who are disruptive or difficult and in the heat of the moment may decide that sending the child home to ?cool off? is an acceptable course of action. In other cases pupils may be sent home after a reasoned discussion with their parents, where unofficial exclusion is proposed as the ?best? course of action to prevent the pupil from having permanent exclusion on their school record. In addition, since the Department of Education and Skills (DfES) collects data on the numbers of school exclusions, teachers could be tempted not to formally exclude in order to avoid the scrutiny that accompanies the process, and to reduce the number of incidents. http://www.teachernet.gov.uk/wholeschool/b...60-02b7ff5bf5ed Has this: Part 1: the decision to exclude 14. Disabled pupils 14.1 Schools have a legal duty under the Disability Discrimination Act 1995 not to discriminate against disabled pupils by excluding them from school because of their disability. This applies to permanent and fixed-term exclusions. The definition of disability under the Act covers pupils with physical, sensory, intellectual or mental impairments. Discrimination means treating disabled pupils less favourably than other pupils without justification. It also means failing to take reasonable steps to ensure that disabled pupils are not placed at a substantial disadvantage compared to their non-disabled peers. What constitutes a reasonable step will depend on the circumstances of each case. The Disability Rights Commission has published a code of practice which explains and illustrates the schools duties to disabled pupils, including in relation to exclusions. Schools and those involved in exclusion decisions or appeals are strongly recommended to read the code of practice, which is available on the Disability Rights Commission website. Followed DRC link to this page. Full of case studies and guidance: http://www.drc-gb.org/publicationsandrepor...ect=0?ion=0 Unofficial or informal exclusion refers to: ? teachers sending pupils home for disciplinary reasons, but not following the procedures required for formal exclusion and; ? pupils being sent home for either short periods of time, or for longer indefinite periods which can result in the pupil not returning to school at all. These pupils may be marked as an authorised absence, or in some cases marked as attending, and eventually taken off the school roll, although not having another school place. Where critical situations have erupted during the school day, head teachers may have sent pupils home to ?cool off? for the remainder of the day, but not taken formal exclusions action, viewing this as a suitable way to manage the pupil?s behaviour in the short term and as preferable to formal exclusion. However, our view is that this also constitutes unofficial exclusion and there is no legal basis for it. In addition other mechanisms have been inappropriately used by schools as a means of ?unofficially excluding? pupils. For example: ? following a fixed period exclusion, a pupil remains out of school awaiting a reintegration interview which may be indefinitely delayed, and pupil does not return to school; ? parents strongly encouraged to home educate even though they may not be aware of the responsibilities involved; and ? pupils placed on study leave for periods of time longer than recommended in guidance. DfES exclusions guidance DfES behaviour and attendence guidance
  2. Hi all, Following the recent hacking attempt forum Admin have been taking a good look at things on the forum in general. What we would like are your thoughts as members on the forum and its day-to-day running. Things such as: Can you find the information you need quickly and easily? If not how could this be improved? What changes, if any, would you like to see on the site? Are you happy with the way things run on a day-to-day basis? If not why not, if you are does anything in particular stand out. Anything you can think of! Suggestions and comments will be welcome from all users old and new aklike.We appreciate that not everybody may have suggestions they wish to share with everyone. These can always be pm'd to any moderator or to forum admin directly where they will be taken on board but your identity kept confidential. We also appreciate that for many members the thought that a wholesale 'tweak' to things will follow may cause some upset. Please be assured that if any changes do come from this thread you will, of course, be advised well ahead of the event. Phas
  3. **Update** 21st June** Hi all. Can we all remain vigilant still please. If you notice anything you think odd, no matter how daft it may seem, please continue to let us know. In the meantime please rest assured that the site Admins and Moderators are working hard to prevent any future hack attempts Thanks The Mods As you are all no doubt aware the forum was subject to a serious hacking attack late on Wednesday night. The attack was spotted, fortunately very quickly, and site admin took the whole forum offline at once. Unlike the first hacking attempt made last Sunday it is believed that the second attack targetted the site specifcally. Naturally the details gained from the second attempt have been sent to the relevant people and investigations into the identity of the person responsible are ongoing. Site admin have taken the opportunity of the forum being off-line to upgrade the forum software and consequentlly things may not run as smoothly as usual over the next few hours or possibly days. If the forum goes off-line again it is likely to be due to 'techie matters' and things that need fine tunning rather than anything sinister. However, in case of further attempts to attack the forum, please be our eyes and ears. If you notice anything out of the ordinary please alert the Admin and/or Mods at once. Thanks everyone. Forum Moderators
  4. Required school policies

    A list of policies schools are required to have and publish: Link
  5. im annoyed at the headteacher of R,s nursery

    The DDA currently only applies to schools from KS3 and above. KS2 and lower will have to abide by it from Dec 3rd this year. Then, as you say, they will have to provide at least one disabled parking space. Currently they do not need to have one. However they should be writing a Disability Equality Scheme and inviting the views of disabled parents, pupils, staff and visitors - if they are sensible they will also be seeking the views of parents of disabled children - as a part of this process. I'd be asking them if they are setting up a forum and if you can be on it if I were you JenRose.
  6. You're quite right. Turn that quote on its head and approach it from that angle and it appears they have to act on a request if you make it. Go for it!
  7. Been having a think about this. Somewhere I am sure I have read that it may be possible to apply within the 6 months set out in the CoP if you have substantial new evidence to present (new dx of a further problem for example). Can't find where I read this though. If I find it I'll post you the link up.
  8. Sect 7.21 of the SEN CoP states that LEA's must act on a parental request for assessment of needs "..unless they have made a statutory assessment within 6 months of the date of the request". However, regardless of whoever makes the initial request you have the right of appeal to SENDIST if they turn you down. But, in all honesty, the chances are that the 6 month limit before a new request can be made will pass before you can get to SENDIST!
  9. Kept him off school today

    I think you have little choice left to you now. If this is the only provision available to you then your going to have to either take him out and home ed as suggested or put a stop to it. If you go with the former then what's to stop this carrying on with someone else's child? If you go with the latter then you have given them plenty of chances to sort this and yesterdays events would seem to show they are not going to stop this without being made to stop it. A formal complaint to the CoG would have to be investigated. If that fails to fix things then you complain to the LEA. The ofsted route that is now open to you might be worth looking at as well. Time to fight fire with fire.
  10. Another ASD student tormenting Jay.

    Mel you should be so proud of your son. He has taken control of this situation by allowing the other child into his personal space. More than that he has made a start on making a possible friendship with him. Its very early days admittedly but it does sound like some progress is being made, at last! Your feelings of anger and frustration at the way this whole thing are more than justified, imo. The school could have done this long before now and I have to question why they failed to do so. In your position I would be keeping my options about a possible complaint over this firmly open...and making sure the school were aware of this too. I hope that this is the beginning of the end the nightmare for you all and that things get better for you all from here on in.
  11. Another ASD student tormenting Jay.

    If the teacher won't do anything and the head won't listen then I still say it is time to go over their heads and complain to the CoG. Would they do nothing if this child was doing this to a member of staff? I doubt it. So why should he get away with it just because it is a fellow pupil? He shouldn't. They are supposed to be a specialist unit geared up for this. It needs to be stopped. Get hold of the anti-bullying policy (a public document your entitled to see) and pick them up on their failings.
  12. Another ASD student tormenting Jay.

    You are going to have to get tough on this...the unit is letting this other student terrorise Jay. What sanctions are being used to deter this other boys behaviour...any? They must be seen to be supporting Jay as much as the other child. Jay has the right to go to school and be free from this type of behaviour. Your being given excuse after excuse after excuse. They are simply not facing up to the problem, this other child is being allowed to ruin Jay's education. How long until he flatly refuses to attend a unit that is supposed to be a specialist environment for him? What do they intend to do then. Sorry Oxgirl but in your position a letter of complaint would be going in first thing tomorrow! They have no right to blame Jay, they have no right to expect him to cope! They have no right to allow this to carry on!!!
  13. Another ASD student tormenting Jay.

    Are the staff aware of what is going on at the time, and if they are what are the staff doing when this is happening? They cannot ignore it, nor can they blame Jay for reacting to it - any child would react to being bullied. He has every right to object to being bullied. What's more they must react to it. It may be difficult because the other child concerned has issues but, that does not allow them to ignore it. All children have the right to an education free from the fear of being bullied or harrassed (in fact that is a part of the UN convention on the rights of the child). Having been made aware of this the school must react to it. Of course he seems to be over-reacting, that, is a big part of ASDs, not being able to express your emotions in the 'normal' way. They ought to know this! As all other approaches seem to have failed I would sugest a complaint, in writing, is made to the chair of governors. Ask them to investigate what is going on. Get hold of a copy of the schools bullying policy first and on every point they are failing on stick it in the letter...pull them up on it point by point by point. Give them a set amount of time to respond - a week is good - and make it clear that in the meantime you expect Jay, as a vulnerable child, to be closely watched and the other child to be prevented from bullying him. Jay is a victim here and therefore needs protecting not blaming!
  14. Wandering child - tracking devices

    Is this the sort of thing you mean?
  15. This seems to be a favourite tactic used by far too many LEAs. It is often NOT the case that the LEA itself is on holiday over school holidays like Easter and Whitsun. In the meantime you have been left to stew. As a male school employee this is something we are warned about. Basically you should not put yourself in a position where an allegation 'could' be made against you. That should be rule number one, taught on day number one. You have every right to be concerned. This treatment IS wrong for ANY child, never mind one with AS. A male member of staff can restrain a female pupil although it would be preferable for it to be a female member of staff. See above. Then the LSA has no business being elsewhere. This is not open to debate. As these are statemented hours it means the school are under a legal obligation to provide them. That's ridiculous. Where are the records from each annual review? What do they say? Etc, etc!! That simply shows that the school/LEA have not carried out proper reviews in accordance with the CoP. Following the assessment who was supposed to provide this? The health people or the education people? My guess is it wasn't made clear at the time and they will have been being arguing over it ever since. It needs to be clarified. Don't dismiss it out of hand, at least have a look at it before making your mind up on it. It could be the right environment for her - it's possible. If you look and it isn't then at least it will be an informed decision. The problem with the 'right' unit may not be an easily solved one. Sounds to me as if you need everyone involved with your daughter to sit down together and talk to each other. A full scale review needs to be done as a matter of urgency. I would suggest you write to the LEA seeking a review as soon as possible - give them a time limit to respond. I hope you get it sorted, for all your sakes.
  16. Phas jr had post viral syndrome about a year ago. It left him very washed out and constantly tired after very little activity and of course any little bug knocked him for 6, she's going to be very fragile till she's fully recovered. The school need to accept this is the case and be supporting her through it. When you couple this with the fact she has suffered an assault in the playground AND her AS its no wonder she is reluctant to go out at break times. Why is her LSA working with another child? Does your daughter have a statement? If so then the hours on it are the hours of support she should be getting - end of, no question. These can only be changed at annual review if the school can prove she has improved. Fair enough that may mean backing the support off a bit in order to show this but, a 50% reduction to do this seems excessive. Does the disability training the staff are getting include training on ASDs? I know it's a two-edged sword that they are getting awareness training during teaching time but at least they're getting some! Each and every member of staff involved in physical intervention HAS to have received training in the correct techniques to be used - for their own sake as well as your daughters. Also each time this happens a log should be filled out. Ideally it should state: What prompted the incident. The behaviour that took place and their reaction to it. The consequences of this. Not just that they had to use some form of restraint. There is no way that they should be touching her UNLESS she is presenting herself as a danger to staff, visitors, pupils or herself. You say this isn't the case so what reason are they giving for the use of force? If it is to get her out into the playground then clearly they have no, or little, understanding of the difficulty children with ASDs have at social times to know that these times are often the cause of distress. Reacting in the manner you describe is totally unacceptable! As a behaviour support specialist working in a middle school there is no way on earth I would allow any staff members to react to your daughter in the way you report they are. Ask, in writing, to see the schools policies for: Disabilities. Restraint. Disability awareness training: Including their; Disability Equality Scheme. stating that you are unhappy with the manner in which your daughter is being treated. I would also advise raising this with the Chair of Governors as well by cc'ing a copy of the letter to them too. As well as contacting IPSEA as already suggested I would be contacting the Disability Rights Commission and seeking their advice as well.
  17. Can you purchase a copy of PIVATS

    I posted a link to these some time ago. Try here. Perhaps it could be pinned so everyone could find them easily in the future.
  18. Annual review - Update following meeting

    You will have to do some leg work to start with. LEAs will (or should) give you a list of schools that they run which is supposed to help with the process of selecting a secondary school but they won't give you a feel for what they are like or if they will suit your child. There's only one way to do this properly. Habe a look on this thread. I posted up the advice sheet for transition I wrote for my dissertation on it. Hope it helps a bit.
  19. Getting students to ask for help

    Asking for help has to be made into a habbit really. Even then some pupils won't. The trick here is to notice it and offer the help without being asked. It is important that the way you approach it is right too. As you say asking 'Are you ok?' won't necessarily get the question your trying to ask answered. You have to be a lot more direct than that. Instead try 'Would you like me to read the question for you?' or 'Do you understand what the question means?'...depending on how much 'help' you're allowed to give them of course. As for the extra time issue many won't take it in a main exam room for the very reason you state. If they also decline the offer of a quiet room there is nothing you can do about it I'm afraid. Eta: Have you spoken to the schools examination officer? Applications to exam boards for extra time etc have to be made through offical channels and ahead of the exam concerned with the reasons for it being backed up with evidence. The exam officer should know this!
  20. Annual review - Update following meeting

    Glad it went well for you. Fingers crossed they will realise it's better to get it right in the first place then to make you fight for it.
  21. Annual review - Update following meeting

    Yes, you would!
  22. Annual review - Update following meeting

    You need to look at the following sections of the CoP: 5.66 through to 5.73 This look specifically at transfer from school to school and the process that should take place. They are already behind schedule as the CoP states (sect 5.72) that this particular review ?Must take place by 15th Feb of the year in which the transfer takes place.? Then sect: 9.13, this clearly states that all those attending must be asked for written submissions from ?Parents, anyone specified by the LA and anyone else the head considers appropriate.? Then the head MUST circulate these submissions asking for comments including from those who are unable to attend the review. Hope that helps.
  23. Transition to secondary school

    Transition Advice sheet. Choosing a school: It is never too early to start thinking about planning your child?s transition between schools. In fact my advice is to start this as early as possible. Even before admission papers are issued asking you to state your parental preference of school I suggest you start doing your groundwork. Visit any schools you are considering. Arrange to go round them on a normal day and see the school at work. It would be sensible to do this without your child as this means you will be able to concentrate completely on getting a good idea of how each school works. Ask to speak to the SENCo, get copies of the SEN and any other policies you want as well as a school prospectus. If you have specific issues you want to ask about write them down before you go. Take notes as you go around to refer to later. Most schools will be happy to arrange for such a visit. I'd be very wary of any that won't. Once you have done that, compare your thoughts on them, this is where your notes from each visit will be useful as you can use them to compare responses to the questions you asked. Decide which ones are worth following up and then arrange for you AND your child to visit on a normal day. See how the teachers and TAs react to your child and your child to the staff - likewise the other pupils ? remember to have any new questions you have thought of with you (don?t be worried about your child wanting to ask questions too, after all, it will be their school in the end. Then sit down again and compare notes. If, when the forms come out the schools have open evenings (most, if not all, do) go along. Take a list of any new questions you have and take the time to speak to the staff. Then sit and talk it all through (AGAIN). After all that, fill in your form and wait for March (normal time for being told whether you have got the place in the school of preference). Once you know the school, get talking to them. Identify as soon as possible the important staff if you don't know them already. At this point we took our son?s new school a letter describing him, his likes and dislikes, the sort of things that would upset him and how he would react - how they should react to him. We also arranged for him to have around half a dozen visits to the school in the summer term so he could get to know the staff, layout of the building, noise levels between lessons and so on. This was in addition to the between schools 'Transfer Day'. All of which helped him to get a good idea of what to expect in the September. Through all of that and the normal academic exchange of information between the schools they had a very good idea of what he was going to be like. They told us the 'this is him' letter was a brilliant idea, what?s more important was the fact they circulated it around all staff who he would be taught by - we know this as we saw the copies! Whilst all this was taking place we got to know the school staff ourselves and they got to know us. This meant that if problems occurred once he was there we knew exactly who we needed to speak to and they knew who they were dealing with. We also made it clear throughout this process that we wanted to work with them, for example, if anything happened at home that may affect his mood at school we phoned them to tell them. Likewise if anything happened there that we should know about they contacted us. We got talking. This meant that we all knew each other well long before he set foot in the school as a pupil. Basically, be careful when choosing a school. Take your time and look into each school - don't go on other people?s opinions, what maybe right/wrong for their child may not be the case for yours! Make up your own mind on them. Once you know the school it's all about; COMMUNICATION! Transition advice for teachers. Try and prepare the child in advance as much as possible of what to expect in your class. You could do this by providing a booklet, for example, including in it the following: Photographs of: You. Your TA, if you have one. If the child is going to have a 1-1 TA they do not know, include them too. The classroom layout. Doors. Toilets. Any other significant adults likely to be in the classroom. Give details of normal day-to-day routine in a clear timetable provided in a way accessible to the child. Take the time to get to know the child and their parents. Invite them in when school is finished one day so you can introduce yourself to them. Get talking to the parents before the transfer takes place and ask them what you can do to help settle their child into your class. Remember that the parents are the experts on their child, seek their advice. Don?t be afraid to say you don?t know the best way to deal with anything that concerns you; most parents will appreciate an honest approach far better than one where you try to bluff things through. Suggested reading: The following list of books and websites will help to give you an overview of Autism. It is by no means a definitive list, but, it will give you a basis to work from: Books: Delfos, M. and Attwood, T. (2005) A Strange World: Autism, Asperger?s Syndrome and PDD ? NOS ? A guide for parents, Partners, Professional Carers and People with ASDs. London. Jessica Kingsley Publishers. Attwood, T. (2003) Why does Chris do that? : Some suggestions regarding the cause and management of the unusual behaviour of children and adults with Autism and ASDs. London. National Autistic Society. Howlin, P. (1998) Children with Autism and Asperger?s Syndrome: A guide for practioners and carers. Chichester. Wiley. DfES (2002) Autistic Spectrum Disorders: Good practice guidance. Annesley. DfES publications. Websites: www.nas.org.uk http://www.teachernet.gov.uk/wholeschool/s...istant/ASDKS34/ http://www.aspergertips.com/ http://www.simonmidgley.co.uk/support/asd.htm http://www.tonyattwood.com.au/ http://www.teachernet.gov.uk/wholeschool/s...istant/ASDKS34/ http://www.thecbf.org.uk http://www.asdfriendly.org ? aimed at parents and carers of children/adults on the spectrum.
  24. Home School diary

    No, there is no legal requirement to have a home/school book. That said best practice is to keep good lines of communication open and active between home and school and these are one of the most effective ways of doing so. They only take a few minutes to fill in and a few seconds to read. They can be used in a number of ways. School can keep you informed of daily success's and, of course, failures, you can keep school informed of things happening in the home that may have an impact at school. They also take up very little of the teachers time to read and can be filled in by a TA if needs be in school. When it comes to IEP or statement review time they provide an invaluable record of day-to-day occurences that would simply not otherwise be available. If a school refuse to use one then there really isn't much you can do to make them.
  25. Teacher assessments - level of attainment

    This link has links to information about attainment levels. Previous posters are quite right Level 5 is more akin to end of KS2/start of KS3.