Statement - an Update

[NickyB]

Hi all

 

I got the report from the Ed Psych for DSs statutory assessment and I am well pleased with it

She has been extremely thorough and has managed to sum up all of his problems and strengths perfectly. She has made several mentions of his specific issues with social interaction and has recommended that he be taught in an environment with as few distractions as possible, within a very small group or ideally 1-2-1 all day.

At the moment his current setting are (just) able to provide this for most of the day, and things are going well. But, once he goes to the junior department in September, which is on a different part of the site, there will be nowhere for him to be taught except in class of 30 children. Even the spare classroom where he is taught at the moment will be needed, so that option will be gone. I am really hoping this means we will get the statement and can name a special school for him.

Keeping everything crossed

[baddad]

Herrrrrrrrrrrrrrrrrrrrrrrrrnnnnn!

That's the noise I make when I cross everything

 

Very Best

 

BD

[dana]

Hi Nicky,

I will keep my fingers cross. It is a good news that your son got a helpful and detailed EP report. This is very important part towords the statement.

I wish you all the best .

 

danaxxx

Edited January 13, 2010 by dana

[Suze]

Hi Nicky, could be a bit tricky, ........if in any of the reports you get that he needs a" specialised setting that cannot be offered in mainstream" .....you,ll stand a much better chance of a special school if thats what you want.Has the ed physch given you any indication that she believes your son needs this?............just don,t want the LA to say he can get a small group, 1:1 at mainstream..............it had that in my sons statement and he remained at primary till we could get him in a resourced school at yr 7.Best of luck suzex.

[NickyB]

Hi Nicky, could be a bit tricky, ........if in any of the reports you get that he needs a" specialised setting that cannot be offered in mainstream" .....you,ll stand a much better chance of a special school if thats what you want.Has the ed physch given you any indication that she believes your son needs this?............just don,t want the LA to say he can get a small group, 1:1 at mainstream..............it had that in my sons statement and he remained at primary till we could get him in a resourced school at yr 7.Best of luck suzex.

 

Thanks for your reply, Suze, and that's my worry too. I am meeting with the head teacher soon to discuss what support they can offer in the junior department in September. The EP stopped short of actually saying that he needs to be in a specialist setting, so I am expecting a bit of a battle about which school he goes to. I am also going to have another look at the special school so I can get clear in my mind exactly what he needs and if/why that can't be provided in mainstream. I am already gearing up for a battle so that I'm ready if it happens. After the struggle we've had to get this far, I'm not expecting anything to be easy!!

 

Thanks again <'>

Edited January 14, 2010 by NickyB

[Suze]

Good luck Nicky ............its such a stressful time <'>

[Sally44]

I just wanted to add that 1-2-1 can sound great, but it all depends on who is giving that support. Is it a suitably trained person or any TA regardless of their experience or training. Or does he need a specialist teacher etc. Who is showing the person doing the 1-2-1 what they should be doing. Is the professional input specified eg. SALT every week with TA observing, EP every xxx with TA trained in delivery of literacy and numeracy sessions etc and who will monitor these programmes and how often etc.

Unfortunately it does appear that the most needy children tend to spend the most time with the unqualified or untrained teaching support staff - when it should probably be the other way around.

No disrespect to any TAs out there!

 

Sometimes you can argue that what the chid needs is not necessarily 1-2-1 all day, but needs the specialist environment of an ASD specific school where they can support him and teach him explicitly to become more independent. That actually costs more money than 1-2-1 with a TA - which is probably what the LEA has in mind. If it was 1-2-1 with a specialist ASD teacher then that would be different and an ASD specific school would be a cheaper option.

 

I know this only makes it more confusing. And sometimes you end up with a placement because the LEA turns up at tribunal with a placement they have managed to squeeze in somewhere. In those cases you can only go with that - or appeal of course - and gather further evidence that that placement is not suitable for your child. That is sort of where I am right now.

 

So I agree with Suze about the whole school environment needing to be clear otherwise the LEA is bound to go for the cheapest option as the best use of their resources. Sometimes an ASD specific school only becomes the best use of resources when the Statement is so specific that to provide the support and professional input itemised would actually cost more in a mainstream school than in a specialist one.

 

Do you know what schools are available in your area and also out of area, both independent and private?

[NickyB]

Hi Sally and thanks for your reply. At the moment he has 1-2-1 support from TAs trained in ASDs and they are very knowledgable. Again, though, I don't know yet what support is going to be available in the junior department and what training their TAs have.I do have a special school in mind and I feel it may be perfect for him as they are attached to a mainstream school and so can offer complete flexibility as far as integration is concerned. Some children stay full-time in the Autism unit and some transfer to the mainstream eventually, but most do a mixture of both. That's why I need to look again at what his current school can do versus what he will get from the ASD unit. When (or if!) the statement comes through I will have to be careful to check the wording. As you say the LA will try to find the cheapest option and I suppose I can understand that.

It's going to be an interesting few weeks methinks

 

[JsMum]

within a very small group or ideally 1-2-1 all day. hopefully this will be quantified and specified in his statement, as this could be regarded as a wooly statement that woundnt nessasarily even keep a sheep warm, but idealy he requires both, a very smally group and 1-2-1.

 

My son is in a special school and recieves both of these so just letting you know incase the suggest that in a special school they cant have 1-2-1.

 

I personally wouldnt want J going it to two very different enviroments for learning/social needs with the understanding he isnt in a mainstream setting because it can not meet his needs, for me it was one or the other, and the correct type of special school too, that meet the childs needs, not the LEAs purse.

 

JsMumxxx

 

Edited January 14, 2010 by JsMum

[Sally44]

The thing I found most noticeable, is that when you are going through the Statementing process you get access to the LEA/NHS professionals as they assess and observe. If you have any private reports you get access to them as they write up their reports etc. You usually have some contact with the SEN Officer at the LEA.

 

When the Statement is issued and agreed and finalised you do not get access to those professionals again on a typical school day, unless it is itemised in the Statement. So you can suddenly go from having discussions with professionals who really understand your son and his difficulties - to the only contact you are having is with dinner ladies and TAs and those people in school who are teaching and supporting him and whatever their level of experience or training is. So it is definately worthwhile considering who will be doing what, and how qualified those people need to be.

 

For example my son does practice the SALTs programme daily in school with his dedicated TA. But she is experienced and trained about ASDs. She is the only TA that does it for consistency purposes, and she has to sit in on the weekly SALT therapy session and observe the SALT and receive instructions from the SALT. That we felt was the best we could do at that stage. If we hadn't specified that, eventhough the SALT went in each week, it could have been a different TA every day with little continuity or consistency of the delivery of the programme, and the TA might not even have understood the objectives of the programme being delivered.

[NickyB]

Hi all - just a quick update before we go off on our travels.

 

The LEA just called to say they will be issuing a statement

 

Thank to you all for your support

 

 

[Karen A]

Great News and happy travels.

Karen.

[justine1]

WOW that was quick!Well done you !Great news,now you can enjoy yourselves <'>

[daniels-mum]

Well done, I am so pleased for you

 

[Kathryn]

Just seen this - Great News!!!

 

 

K x

[NickyB]

Thanks for you replies guys

 

I have received the proposed statement and I am reasonably pleased with it. The main area I need advice with is the section in part 3 which details 'staffing'. It just says :

 

'[DS] will be supported by staff who are trained and experienced in working with children who have communication and interaction difficulties'

 

Call me a cynic, but this seems to me like a standard line which is doesn't really say very much

 

Experience over the last few months has shown that he is only managing to access the curriculum because he has 1:1 support during lesson times. The Ed Psych report stated that he needs a 'very intense level' of support to continue to improve academically, and also that he has particular difficulty with unstructured times such as playtime. There is no mention anywhere in the proposed statement of 1:1 support or supervision. He also requires pre-warning of any changes to staffing if at all possible, so I would like it to state this, too.

 

I would like to ask for these things to be added to the final statement, and also for a minimum number of hours of 1:1 support to be stated. My question is, do you think that would be a reasonable request? I am concerned that his current level of support should be safeguarded and I want them to be a bit more specific, as it seems a bit 'woolly' and open to interpretation as it is.

 

Thanks in advance

 

Nicky <'>

 

 

[Kathryn]

Absolutely a reasonable request. Also if some of the support needs to be during break/lunchtime, ensure that this is detailed too.

 

Part 3 should follow on from the needs described in part 2, so make sure this is accurate as well and that the EP's comments are incorporated.

 

K x

[NickyB]

Absolutely a reasonable request. Also if some of the support needs to be during break/lunchtime, ensure that this is detailed too.

 

Part 3 should follow on from the needs described in part 2, so make sure this is accurate as well and that the EP's comments are incorporated.

 

K x

 

Thanks Kathryn

 

I am just about to sit down and go through the EP report and check it against the proposed statement. Just what I wanted to be doing on a Sunday afternoon

 

I've come up with another question (sorry ). The LA have asked for a reply within 15 days of their letter, which was dated the 15th of February. As we've had half-term, that only leaves me just over a week to try to see the head teacher at the special school, and meet with the current head, and to make a decision about which school to name. If I don't have time to do this, they will assume I am happy with his current placement. I am really quite torn about which school will be best and I think I will need a bit more time. If his current school is named on the final statement, is it possible to change it at a later date? I will speak to the LA tomorrow, but I wanted to try and get my facts straight first.

 

 

Thanks again guys

[Kathryn]

Hi Nicky,

 

Before the 15 days expire, you can ask for a meeting to discuss the statement with the LA (and EP and any other professional if you want to), and this will "stop the clock" and give you more time to consider the schools. Once a school is named on the final statement, it's unlikely the LA will change it without an appeal.

 

What noises are the LA making so far? If you think they're going to name the current school anyway, you may as well just let them go ahead and finalise it and save all your protestations for the appeal. If, however, you think there is a chanc they may go along with your preference, it may be worth going slowly and asking for a bit more time. Sorry - I can't remember if you've said this before: is it a LA special school you're wanting, or an independent one?

 

If you do decide to go for a change from mainstream to special, be sure that part 3 describes provision which could only be made in the special school. Once you've seen the special school head and discussed what that school has to offer which is different from what your son is getting in mainstream, you may find the statement needs tweaking some more. Hope that makes sense!

 

K x

[NickyB]

Thanks again Kathryn

 

It's an LA special school, and the paperwork says that they are formally consulting with the head teacher there in respect of a possible placement'. So I think our chaces are very good of them accepting that choice if that's what we decide. I am going to ask for some amendments to the statement anyway, so as you say that will give us a bit more time. I am meeting with the SENCO this morning to go throught it all.

 

Thanks again for you help

[NickyB]

Just spoke to the LA and they have given us until 19th March to make a decision about which school to name. I had a meeting with the SENCO at his current school today and she is going to call the LA about the need for 1:1 hours to be specified. I have written a letter pointing out that they need to specify how much support he needs and how many hours it will be for. He is currently on the full 25 hours of 1:1 and that's what the SENCO and I will both be pushing for. Apparently in this area, if he has 25 hours on his staement, that means the LA have to give extra funding to the school, so I am guessing that's why they haven't put in in

 

[Kathryn]

hooray for a cooperative senco! It's good that you have a bit more time to consider the options. Good luck and I hope everything goes smoothly from here on.

 

K x

[NickyB]

hooray for a cooperative senco! It's good that you have a bit more time to consider the options. Good luck and I hope everything goes smoothly from here on.

 

K x

 

Yes I am very lucky that she is so supportive - I guess it's helpful that I work at the school, too, so I can speak to the staff whenever I need to. If we do decide to change schools, though, I am going to miss seeing DS every day and getting my hugs at lunchtime

 

Thanks for your good wishes

 

<'>

 

[baddad]

Hi Nicky -

 

all sounding good Hope you can dot/cross all i's and t's now and move forward

 

L&P

 

BD

[NickyB]

Hi Nicky -

 

all sounding good Hope you can dot/cross all i's and t's now and move forward

 

L&P

 

BD

 

Thanks BD

[dana]

Hi Nicky,

I am glad your son will finally get more support. It is helpful to have a supportive SENCO. I would just like to add that when my son got the draft of his statement there was not specified how many hours of support he would have but in the final statement there was. I was told that this is the way they do it.

Anyway, it is a really good news.

 

Danaxxx

[NickyB]

Hi Nicky,

I am glad your son will finally get more support. It is helpful to have a supportive SENCO. I would just like to add that when my son got the draft of his statement there was not specified how many hours of support he would have but in the final statement there was. I was told that this is the way they do it.

Anyway, it is a really good news.

 

Danaxxx

 

Thanks Dana. The SENCO said that she usually gets a letter asking her how many hours support the child gets, but in DSs case she didn't. So I have sent the letter asking for 25 hours anyway, as it won't hurt to remind them!!

 

Nicky <'>

 

[NickyB]

Hi all

 

Well things are moving quite fast now. I had a call from the LA to explain that they are waiting to find out what school we name before specifying the staffing provision on the statement, which does make sense.I have to say that the lady dealing with DS's case is actually very helpful, which I know is not always the case.

 

We went to see the autism unit yesterday and we are feeling that it would be the best place for him. I have spoken to his current head teacher and she gave me the impression that she would rather he went there, too, as she said she will struggle to provide the necessary support on the Junior school site. I am feeling that she doesn't want the hassle of having to provide for him and, although I won't be pushed into a decision by her (she can be quite intimidating!!), I don't want him to be at a school if they don't want him there.

 

The head teacher from the autism unit is visiting DS at school next week to observe him and we will then have a meeting with his current head teacher and the SENCO. I guess all we can do is make a decision based on what we feel is best, but it is quite scary!

 

Nicky <'>

[Sally44]

If you feel the autism unit is the best place for him then go for that.

IMO it is easier to be in an autism unit and move across to mainstream as and when able, rather than start in mainstream and not be able to cope. By the time they acknowledge that there are usually no autism unit places left.

Is the unit able to work at his academic level?

What are your son's social skill like, and are his peers at the same social level?

[baddad]

Hi Nicky -

I think I know the place you're considering (unless there's some new provision I don't know about cropped up locally in the past few years!) and I know several kids who have been there and done quite well. Things may have changed a little, but they used to have quite a good crossover into the main school, but very much tailored to the individual rather than 'by design' iyswim...

Academically the students had very wide-ranging needs. I was always a little concerned about how they managed that, but I do know their systems were very flexible, and most of the parents i know whose kids did attend seemed happy enough...

Of course, I could be barking up the wrong tree entirely!

Whatever, hope it all goes smoothly....

One other quick thought: Although there is some logic to the LEA's suggestion that it's pointless detailing staffing provision until they know the named school it's sort of chicken and egg; if the named school isn't where he ends up then not detailing provision leaves him vulnerable... I'd point that out, along with the 'logic' that it's easier for all concerned to agree amendments to appropriate provision than it is to be battling over inapprorpriate provision and a, by definition, statement that doesn't fully reflect the child's support needs...

 

L&P

 

BD

[Karen A]

One other quick thought: Although there is some logic to the LEA's suggestion that it's pointless detailing staffing provision until they know the named school it's sort of chicken and egg; if the named school isn't where he ends up then not detailing provision leaves him vulnerable... I'd point that out, along with the 'logic' that it's easier for all concerned to agree amendments to appropriate provision than it is to be battling over inapprorpriate provision and a, by definition, statement that doesn't fully reflect the child's support needs...

 

L&P

 

BD

 

Hi.

I agree with BD.

I think it is sort of chicken and egg situation.

What is more I think the LEA may be suggesting something that is not really allowed within the COP.

I am pretty sure the COP states that a draft Statement should be issued which details exactly what provision a child needs for each identified SEN.

Once the draft Statement is agreed then parents are asked to state the school that they want the LEA to name.

In practice even if some of the provision detailed within a Statement is provided as a matter of course in a specific specialist unit I think it is still worth ensuring that it is detailed in the Statement.Otherwise if there are changes within the provision then there is no gaurentee that the current level of provision will continue.

 

At my local Specialist ASD provision many of the Statements of children who had been at the school a while did not quantify and specify SALT provision.So in practice the available provision tended to be shared equally amonst all of the pupils.Those pupils who had a Statement which quantified and qualified provision were entitled to specific provision and parents could be more assertive if it was not provided in line with the Statement.

Karen.

 

Edited to add the information from the COP which is relevant having found it.

Karen.

8:54 The LEA must draw up a proposed statement, completing all Parts except Part 4. The

proposed statement must not contain any details relating to where the proposed special

educational provision should be made. The LEA must send the proposed statement and

copies of the advice that has been submitted during the assessment to the child’s

parents; copies of the proposed statement should also be sent to all those who

submitted advice.

8:55 At the same time, the LEA must send the parents a notice which sets out the procedures

to be followed, including setting out the arrangements for the choice of school, the

parents’ right to make representations about the content of the statement, their right to

appeal to the SEN Tribunal against the contents of the final statement and the time limits

for appeal. The notice must correspond substantially with that set out in Part A of

Schedule 1 to the Regulations.

8:56 When making a statement, LEAs should remember the needs of parents and children

whose first language is not English. Where children have different linguistic and cultural

backgrounds, LEAs should seek advice from bilingual support staff, teachers of English

as an additional language, interpreters and translators and other local sources of help as

appropriate, to ensure that such parents and children are involved in all aspects of the

process.

Time limits

8:57 On receipt of the proposed statement, parents have a right to state a preference for the

maintained school their child should attend and to make representations to, and hold

meetings with, the LEA. It must also be explained to parents that they have the right to

raise any other issues relating to the body of the statement. The LEA must normally issue

the final statement within eight weeks of the issue of the proposed statement. Exceptions

to the eight-week time limit are set out in the Education (Special Educational Needs)

(England) (Consolidation) Regulations 2001 appended at Annex

Edited March 4, 2010 by Karen A

[NickyB]

Thanks BD and Kathryn for pointing that out. The draft statement does specify SALT intervention and all the resources and techniques that need to be used to support him. What it doesn't say is how that will be done and there is no mention of 1-2-1 support and how many hours he needs. As you say, it needs to be specific to safeguard the provision in the event of any changes in the future.

 

Sally, DS is academically very able, and the unit would identify his strengths then aim, in time, to take him over to the mainstream school with 1-2-1 support for those subjects. Socially, he has problems, but we feel that these are mainly caused by the environment at mainstream. He has problems during lunchtime and playtime, as he struggles with the noise level and sheer number of children. The unit has children with a wide range of abilities both socially and academically but they seem to do a very good job of tailoring the curriculum to each individual child. They seem to be very flexible in their approach and all the kids seemed to be happy.

 

BD I am sure it's the same unit you are thinking of - I don't know of any others in this area either. It sounds like things are still very similar to what you described, so it's good to know that the kids you know of have done well

 

Thanks for your replies everyone

[Sally44]

Thanks BD and Kathryn for pointing that out. The draft statement does specify SALT intervention and all the resources and techniques that need to be used to support him. What it doesn't say is how that will be done and there is no mention of 1-2-1 support and how many hours he needs. As you say, it needs to be specific to safeguard the provision in the event of any changes in the future.

 

Sally, DS is academically very able, and the unit would identify his strengths then aim, in time, to take him over to the mainstream school with 1-2-1 support for those subjects. Socially, he has problems, but we feel that these are mainly caused by the environment at mainstream. He has problems during lunchtime and playtime, as he struggles with the noise level and sheer number of children. The unit has children with a wide range of abilities both socially and academically but they seem to do a very good job of tailoring the curriculum to each individual child. They seem to be very flexible in their approach and all the kids seemed to be happy.

 

BD I am sure it's the same unit you are thinking of - I don't know of any others in this area either. It sounds like things are still very similar to what you described, so it's good to know that the kids you know of have done well

 

Thanks for your replies everyone

 

 

The IPSEA website does have some case law judgements about quantifying and specifying hours and staffing provision even in ASD specific placements. Worth looking at.

[NickyB]

The IPSEA website does have some case law judgements about quantifying and specifying hours and staffing provision even in ASD specific placements. Worth looking at.

 

Thanks Sally

[NickyB]

Well we've made our final decision, which is to ask for a place at the autism unit. The head teacher there came to see DS yesterday at school, and said she would recommend him for a place there if we wanted it. He got on with her very well, and we are feeling very positive that we've made the right choice.

 

DH spoke to the LA today and they said they agree with our choice (we will of course be getting that in writing ) and will now issue the final statement. It feels really weird, as it took almost a year to get to the Statutory Assesment stage and now it's all happened really quickly.

 

So now it's just a case of checking the final statement and sorting out the transition between schools, with DS hopefully going full-time from September.

 

Thanks again to all of you for your wonderful support and advice <'>