Paperwork for Yr 6 review.

[fiorelli]

Well, it is L's yr 6 review of his statement in a couple of weeks. I have just recieved copies of his latest IEP and NC levels. If I didn't laugh, I'd cry.

IEP:

Focus on thetask in hand.

Move about the school without singin loudly

My work makes sense with a beginning, middle and end.

Add several small number pairs totalling 9, 10 or 11

 

NC Levels...

English Reading - yr 3: 2c, yr 4: 2c, yr 5: 2c/b year 6 expectation 3

English Writing - yr 3: 1c, yr 4: 1c, yr 5: 1c year 6 expectation 2

spelling Test - yr 3: (autumn) 6.0 (summer) 6.9 yr 4: (a) 6.7 (s) 7.0 Yr 5: (a) no level marked (s) 6.9

Maths - yr 3: 2c, yr 4: 2b, yr 5: 2b year 6 expectation 3

 

Not long ago, we were being assured that L would make NC Level 4 in all his subjects. Despite me telling/querying with them about the fact we feel L hasn't been progressing, they have always assured us he is. I will be so glad to see the back of this school. The only good thing about them is that they are backing us (at the moment!) in the type of school we will need for L.

[julie1]

hello, my sons grades were also very low in y2 he got w for all 3 tests. in y6 he got level 2, in year9 he got level 3b in all tests. We then got our son in a special school for children with average intellelgents. he is in year10 and is now a level 4 in english and maths and they have found him to have an excellent knowledge of science and is a level 6/7 looks like he will get some GCSEs. We never really expected him to achive GCSEs but he has proven us all wrong with the exception of his EP who said he was a bright boy with potential. I guess i gave up all hope of GCSEs but the lesson i learned was never give up hope. I would be and am proud of my son regardless of grades but i cannot deny the fact that i would have been disapointed if he did not manage to get any GCSEs. I guess its just the way i was brought up in beliveing education is the key to a productive future. Im not sure i belive that statement anymore raising chikdren with SEN is not the same as how i was brought up. Any achivement is now viewed as equally inportant or at least thats what i tell my self anyway.

[Sally44]

hello, my sons grades were also very low in y2 he got w for all 3 tests. in y6 he got level 2, in year9 he got level 3b in all tests. We then got our son in a special school for children with average intellelgents. he is in year10 and is now a level 4 in english and maths and they have found him to have an excellent knowledge of science and is a level 6/7 looks like he will get some GCSEs. We never really expected him to achive GCSEs but he has proven us all wrong with the exception of his EP who said he was a bright boy with potential. I guess i gave up all hope of GCSEs but the lesson i learned was never give up hope. I would be and am proud of my son regardless of grades but i cannot deny the fact that i would have been disapointed if he did not manage to get any GCSEs. I guess its just the way i was brought up in beliveing education is the key to a productive future. Im not sure i belive that statement anymore raising chikdren with SEN is not the same as how i was brought up. Any achivement is now viewed as equally inportant or at least thats what i tell my self anyway.

 

 

As far as I know, our LEA does not have special schools for those with average intelligence or cogntive ability. I was talking with a friend only yesterday and we were saying how all the families we know with children on the spectrum who attending mainstream primary school, are all now in a position where they have not made sufficient progress to go to mainstream secondary school. All of them now questioned the wisdom of going mainstream. But again, there is no special needs primary school for children with average cognitive ability.

[Sally44]

Well, it is L's yr 6 review of his statement in a couple of weeks. I have just recieved copies of his latest IEP and NC levels. If I didn't laugh, I'd cry.

IEP:

Focus on thetask in hand.

Move about the school without singin loudly

My work makes sense with a beginning, middle and end.

Add several small number pairs totalling 9, 10 or 11

 

NC Levels...

English Reading - yr 3: 2c, yr 4: 2c, yr 5: 2c/b year 6 expectation 3

English Writing - yr 3: 1c, yr 4: 1c, yr 5: 1c year 6 expectation 2

spelling Test - yr 3: (autumn) 6.0 (summer) 6.9 yr 4: (a) 6.7 (s) 7.0 Yr 5: (a) no level marked (s) 6.9

Maths - yr 3: 2c, yr 4: 2b, yr 5: 2b year 6 expectation 3

 

Not long ago, we were being assured that L would make NC Level 4 in all his subjects. Despite me telling/querying with them about the fact we feel L hasn't been progressing, they have always assured us he is. I will be so glad to see the back of this school. The only good thing about them is that they are backing us (at the moment!) in the type of school we will need for L.

 

 

From looking at your post the IEP targets are not SMART.

And children are supposed to make 2 increment increases in academic attainment during each school year. But having said that, there is no point beating yourself up about what is past. If you had raised concerns you would probably have been told that school is doing everything it can. If you had used IEPs and school reports and asked for a re-assessment and taken it to Tribunal that would have taken around a year to happen. If you had then asked for a different placement, chances are all schools would be full, so you would have been looking at an independent one. You might have gained a year in a different placement, depending on when you started the re-assessment process. And again, why is it all down to the parents. The school should have identified this problem much earlier. But they never do.

 

I am in a similar position where my son's previous school said he had reached level P8 for literacy and 1C for numeracy. When he moved school they re-assessed him as being much lower than that. He went through year 3 and is now in year 4 and I am now told he is at levels P8 for literacy and 1C for numeracy. So I don't know if he has made progress or not! So I will be checking how many increment increases he has made over the last 18 months, and will be asking school to get advice from a specialist teacher about this. However that still leaves me with just over a year to go before we have to decide on secondary school, and I even if he does make 2 increment increases per academic year, that is still going to leave him at around a level 2a or 3c in year 6. As he has a specific learning diffiuclty, I cannot see him making that progress because he does not have some of the basic skills needed to progress to those levels.

 

As you are going to a review in a couple of weeks, you will have a chance to present your views. I would phone the NAS Educational Helpline and also IPSEA to get advice on how to word what you want to say. You can submit his academic attainments as evidence that progress is not being made.

Is the secondary school a special school? I think you would have a good case for asking that specialist teaching advice is sought so that your child does make academic progress, and that that advice should be reviewed termly. Or that he is in a school where all the teachers are specialist teachers.

 

I too am being told that my son is making progress. But this progress should be visible and should be presented at IEPs. Have you ever used the Parent Partnership to come with you to IEP meetings to ensure that the targets are SMART? I used them in the past and found them spot on. They helped me get evidence I needed to get a Statement and go to Tribunal.

 

And knowing what you do now, I am sure you will be checking much more at his next school to ensure that the Statement is carried out, and that he is making progress.

 

Do you feel that the Statement is a good one?

[Karen A]

http://www.ace-ed.org.uk/advice-about-educ...ual-reviews.htm

 

I thought this might be useful if you are preparing for the AR and thinking about how to respond to the information.

 

I think schools sometimes wake up when pupils are in year 6.The prospect of SATS creates difficulties if school have been over optimistic regarding expected progress.They realise that SATS will show that the child has not made as much progress as expected.It is just very frustrating for parents.

There is an expectation that plans should be in place for transition before the start of year 6 .If it is found that a pupil is making much less progress than expected it is very late in the day to be planning for secondary school.

We have had difficulties with Ben in maths ,he is now in year 7.Since transition to secondary school it has become apparent that Ben needed far more help in maths than we had been lead to believe.My husband has helped with homework and it is obvious that Ben finds the work very difficult.In lessons Ben has also struggled.He was placed in the top set in maths and has ended up being moved into the middle set because he could not cope.Ben had TA support in maths and sat his SATS on his own.We now wonder exactly how much help Ben had with SATS.It appears strange that a child that obtained a high level 4 cannot cope with the basics.

[Sally44]

Putting the academic attainment on one side. Is the new school able to meet any social communication or language difficulties he has? Then are the teachers experienced in ASDs and learning difficulties?

Do you feel your child has MLD or a specific learning difficulty (such as dyslexia).

[fiorelli]

Thanks for replying and sorry I haven't been able to get back on sooner.

 

I can't see that my son has made much, if any progress academically and I have brought it up on many occasions, only to be shot down in flames with 'he is making progress/he is on track' etc, and IEP's are a very sore subject (I'm sure if you search for my posts you'll get the general idea!), I think I was more laughing at the fact that they put about walking quietly around the school above other (academic) things! My son is currently in a residential special school (BESD - LA run). About the only thing we can agree on is that he is behaving in school, but that he is hiding a lot of "stuff" from school.

 

School feel L has MLD, however, Ed Psych hasn't mentioned it, and his CAMHS psych doesn't seem to think he has - so who knows! As for new school, again who knows! I think I have it short-listed to 2, however, I need to visit the others in order to be able to discount them fully.

[julie1]

As far as I know, our LEA does not have special schools for those with average intelligence or cogntive ability. I was talking with a friend only yesterday and we were saying how all the families we know with children on the spectrum who attending mainstream primary school, are all now in a position where they have not made sufficient progress to go to mainstream secondary school. All of them now questioned the wisdom of going mainstream. But again, there is no special needs primary school for children with average cognitive ability.

i dont no if i am aloud to name my childrens school but it takes children from 5 to 17 and it is a special school for children with average or above IQ, it is an independent school but they specialize in ASD dyslexia speach and language disorders. it is in Norfolk if thats any use to some one

[JsMum]

Well, it is L's yr 6 review of his statement in a couple of weeks. I have just recieved copies of his latest IEP and NC levels. If I didn't laugh, I'd cry.

IEP:

Focus on thetask in hand.

Move about the school without singin loudly

My work makes sense with a beginning, middle and end.

Add several small number pairs totalling 9, 10 or 11

 

NC Levels...

English Reading - yr 3: 2c, yr 4: 2c, yr 5: 2c/b year 6 expectation 3

English Writing - yr 3: 1c, yr 4: 1c, yr 5: 1c year 6 expectation 2

spelling Test - yr 3: (autumn) 6.0 (summer) 6.9 yr 4: (a) 6.7 (s) 7.0 Yr 5: (a) no level marked (s) 6.9

Maths - yr 3: 2c, yr 4: 2b, yr 5: 2b year 6 expectation 3

 

Not long ago, we were being assured that L would make NC Level 4 in all his subjects. Despite me telling/querying with them about the fact we feel L hasn't been progressing, they have always assured us he is. I will be so glad to see the back of this school. The only good thing about them is that they are backing us (at the moment!) in the type of school we will need for L.

 

Hi Fiorelli does your son have Dyslexia? with the scores Im wondering thats all.

 

His scores suggest he will struggle in all lessons were he will need write and spell and he is significantly behind others his age group.

 

I personally would look for a specialist school that cater for high intelligence.

 

JsMumxxxx

 

 

 

 

[fiorelli]

Hi Fiorelli does your son have Dyslexia? with the scores Im wondering thats all.

 

His scores suggest he will struggle in all lessons were he will need write and spell and he is significantly behind others his age group.

 

I personally would look for a specialist school that cater for high intelligence.

 

JsMumxxxx

 

hi JsMum,

he had high dest scores back in yr r, but have not been able to get an ed psych to assess him properly, and cannot afford to go private. I suspect he might be though

[JsMum]

hi JsMum,

he had high dest scores back in yr r, but have not been able to get an ed psych to assess him properly, and cannot afford to go private. I suspect he might be though

 

 

I would contact Dyslexia Action, they can help you with assessment information, in the mean time write in a letter to your local Authority SEN department that you have concerns over your sons SATS and that he is showing significant difficulties and is severely behind his peers and that you suspect Dyslexia and list any other dx he already has identified.

 

Express that you want further assessments to determin his secondary education placement due to the results already is it going to be very unlikely he will be able to access a mainstream secondary school due to his disabilites and would like to look into a suitable placement for your sons abilities and impairments.

 

NETWORK 81 are great for further advice as are NAS and contact a family.

 

I strongly suspect Dyslexia with the results you have given.

 

JsMumxxxx

 

[Sally44]

You might need to say "specific learning difficulty", rather than dyslexia. You cannot mention that word anymore within our LEA without people getting all hot under the collar and saying they don't assess for it or give a diagnosis. But if you say 'specific learning difficulty' it seems to be the new magic PC word.

I'm off to my sons MEP meeting where I am trying to get someone to look at his learning difficulties. I am 100% sure I will also be told he is making progress and that they have no concerns. But I wonder if they will be prepared to put that in writing to me??? Anyway, onwards and upwards.