SCHOOL WORRIES

[cmuir]

Hi

 

Since my son was at nursery (nursery, P1 and P2), he's been receiving 1-2-1 full-time support - or at least I though he was! Had a review meeting last week and discovered that R has not had 1-2-1 f/t support that I was told he'd been having in P2 (currently where he is). In addition, when R goes into P3, the LA will be part-time and shared between at 4 kids, though support will apparently be supplemented by another LA. I'm mad as well no one told me the truth. School are telling me that R doesn't need 1-2-1 full-time support (does a recent budget cut come into it I ask myself?!), despite the fact that his handwriting is very poor and that he's on Oxford reading level 3 when his peers are mostly on level 9. Although his behaviour has improved greatly, his concentration is limited and he still apparently requires a lot of encouragement and a high level of support - as quoted in his report (incidentally, which I received after the review meeting!). Since the meeting I've had two telephone conversations with the HT expressing my concerns. I've also asked that she provide quantify the levels of support or provide a timetable. She was defensive and insisted no one was hiding anything. I responded by saying that I didn't infer anything was being hidden, but nevertheless perhaps they'd been economical with the facts since no one ever corrected me when I spoke about R having continued 1-2-1 full-time support. I'm not naive enough to think that even when R had 1-2-1 full-time support that he was being shadowed by an adult hanging over him the whole duration of the school day, but nevertheless it as reassuring to know that R was supposed to be top priority in receiving support when he needed over other kids in the class. Another issue that I was aware of was the fact that staff don't seem to think the fact that I have massive problems getting R to school on a Friday because he hates assembly is attributable to him having AS. I'm quite clear it's a sensory issue and told them of this. The response was that "oh, all kids fidget when sitting for 40 minutes in assembly". To which my response was that not all kids have AS and that whilst on some occasions R may be able to concentrate better than others, it very much depends on whether a topic holds his interest. In addition, R may find it hot and noisy and in general find it a very difficult environment to be in - more so than other kids. I was quite surprised how dismissive they were. Nevertheless I've insisted they assess his needs and that if it's too much he either be excused or the preferred option is that he have breaks or even only attend for half the time (and that's non-negotiable!). They also seem to be ignorant of the fact that R will find it difficult with increased work/expectations from him, new teacher and larger playground. School seem to be contradicting themselves about Rs progress. They say he's progressed well, but yet he's nearly 7 and can't read or write properly. I've put it to the school that Rs progressed well (given how he was two years ago) only because he's been given very high level of support and asked what they think will happen if reduced.

 

I'm now utterly bewildered and questioning/doubting myself. How do you decide whether a child needs full-time 1-2-1 support (I personally don't believe shared part-time support is good enough for a child that has poor concentration, can hardly read and write)? Only improvements are Rs behaviour and even then there are still difficulties. And of course, budgets come into the equation. Question is, do I go along with it and risk the academic gap widening (this is something which I'd expressed concern about to the HT) or do I kick up a fuss and try and ensure full-time support? I'm not one for shying away from issues that need addressing, especially when it comes to my boy, but overall I'm questioning myself as to whether I'd be right insisting on 1-2-1 full-time support as opposed to shared part-time supplemented by another LA if necessary.

 

I've made an option to see my local MSP with a view to enlisting his support. I've also contacted the Educ Psych and Rs consultant to advise them of the changes and express that I'm not happy about the plans. What else can I do?

 

Caroline.

Edited June 15, 2008 by cmuir

[justamum]

So they are bullying you then? Only come across one school where this doesn't happen!

 

DO NOT question yourself. You know what support your child needs, they know what their budget can pay for simple as that. Do not let them bullying and intimidate you into excepting what you know is wrong and incorrect, because they will try.

 

To my mind if you have not suggested they are hiding the facts from you and they jump down your throat saying they are not then there's a guilty admission in its self

Edited June 16, 2008 by justamum

[cmuir]

So they are bullying you then? Only come across one school where this doesn't happen!

 

DO NOT question yourself. You know what support your child needs, they know what their budget can pay for simple as that. Do not let them bullying and intimidate you into excepting what you know is wrong and incorrect, because they will try.

 

To my mind if you have not suggested they are hiding the facts from you and they jump down your throat saying they are not then there's a guilty admission in its self

 

 

Well said! I was surprised how defensive the HT was, after all she was the one the spoke talked about nothing being hidden - when I hadn't inferred any such thing (okay, I might have thought it!).

 

Caroline.

[jlp]

Hi Caroline

 

Sorry to hear your son hasn't been getting the support he needs - especially when you thought he was.

 

I know you're in Scotland and I'm not sure how different things are there but I would say it sounds like you need a statement.

 

My son has had various (increasing!) levels of support since Y1 (and the class TA in the Reception year spent most of her time dealing with him). This support came from the ASD team and we were told we didn't need a statement.

 

None the less we did apply (school did at our suggestion) and G was granted dedicated full time 1-2-1 support from September gone (Y3). I made sure this was clearly stated on his statement so there was no issue of hours changing or shared support.

 

People (usually those who it may end up costing money!) say you don't need a statement but in our experience we did - to have G's needs throughly assessed and the support identified and particularly so we had a legally binding document saying what exactly he was entitled to. And nothing can be withdrawn without us being aware.

 

As it is after a full year of 1-2-1 support, we've decided that mainstream just can't offer the specialised curriclum and support G needs and he will be starting at an ASD unit in September.

[Karen A]

Hi.I am not sure how the system differs in Scotland.However if you have an agreement regarding a set level of support then it is a very good idea to document clearly in writing your concerns about that level not being met.

We are currently yet again having to challenge inappropriate use of individual support by the HT.I think this is the second or third time in as many years.We have a fairly clear tight Statement. So you are not alone. <'> Karen.

[cmuir]

Hi.I am not sure how the system differs in Scotland.However if you have an agreement regarding a set level of support then it is a very good idea to document clearly in writing your concerns about that level not being met.

We are currently yet again having to challenge inappropriate use of individual support by the HT.I think this is the second or third time in as many years.We have a fairly clear tight Statement. So you are not alone. <'> Karen.

 

 

Hi Karen

 

Things have escalated in that I put in writing to the HT that I am concerned about the level of support that is being put in place for my son is unsufficient and that I wanted her to provide in writing a timetable. The letter I received back was vague to say the least, so another letter has went back insisting on a timetable and advising that I indeed to be supportive of the fact that the budget for LA is insufficient. I've also spoken to my MSP and have an appointment with a local councillor to take things further. I've also contacted my son's Consultant, EP, etc. I'm not entirely hopeful I'll get very far, but at least I'll know I'll have done my best.

 

Caroline.

[Karen A]

Hi Karen

 

Things have escalated in that I put in writing to the HT that I am concerned about the level of support that is being put in place for my son is unsufficient and that I wanted her to provide in writing a timetable. The letter I received back was vague to say the least, so another letter has went back insisting on a timetable and advising that I indeed to be supportive of the fact that the budget for LA is insufficient. I've also spoken to my MSP and have an appointment with a local councillor to take things further. I've also contacted my son's Consultant, EP, etc. I'm not entirely hopeful I'll get very far, but at least I'll know I'll have done my best.

 

Caroline.

 

LA funding is the HT headache not yours if their is an agreement in writing for specific support.I know how you feel....have spent the day doing my best too. <'> Karen.