Statutory Assessment

[babnye1]

DS is waiting for his diagnostic report after undergoing ADOS last month and we have also done the ADI. He has already had DCD confirfmed but we do not have the OT report either yet. Both are due at the end of the month.

 

I would like to get the SA ball rolling and was thinking of doing a 'skeleton' request just to get the ball rolling with the reports that I have and further reports to follow. Just in view of the fact that DS is 7 and about to enter the junior part of the primary.

 

Here it goes:

 

DS has confirmed ASD traits and formal diagnosis for Pervasive Developmental Disorder will be given on 24th June. In addition, DS has a confirmed diagnosis of DCD and sensory integration problems. He, therefore, has special educational needs which are complex and are set out as follows:

 

 

(i) list sensory problems and effect (e.g. proprioception)

(ii) list coordination problems and effect (e.g. handwriting)

(iii) list social communication problems (e.g. play, going into school, anxiety, mixing with peers) -

(iv) problems with working memory/social communication creates a barrier to curriculum despite high IQ -attainment is average - see BIBIC

 

The school cannot on their own make the provision required to meet my child’s needs because:

(i) needs 1:1 for OT recommendations - report to follow e.g. writing - report to fol

(ii) requires specialist SALT input - report to follow

(iii)requires 1:1 for sensory issues to enable access to curriculum (e.g. support for lunchtime, school trips, breaks, time out)

(iv) requires 1:1 for social communication e.g. supported play, help with changes to routine, help with going in to the class, consider also social communication issues which affect academic achievement e.g. reading, explanation, use of expressive language

(v)requires 1:1 support for work on independence because social communciation, coordination etc)

(vi) requires assistance to ensure ongoing attendance at school

 

Without this support, DS will not fully be able to access the curriculum and this will affect his attendance at school and this will become more obvious with age. His frustration at his difficulties already leads to incidents of lashing out and/or self-harm and this is likely to increase.

 

 

What do you think???

[justine1]

Hi

This is good.They also usually want to know what the school has been doing to try and help and why it hasnt helped.

 

Good luck <'>

[babnye1]

Thanks Justine. Do you think it's ok to say that school have been using the usual SCD toolkit to assist but that there has been no formal assessment of DS's needs which is required to ensure help is targetted and works. Also, these problems are every changing and integral to DS so that it is likely these disabilities, which will impede access to the curriculum, will require ongoing support - basically my view is his needs will change but he will always need support. Does that make sense?

 

I always think it's really hard on SCD issues etc to answer 'has there been progress?' because the school haven't even begun to identify his needs really so there's no way they are being met.

[justine1]

Thanks Justine. Do you think it's ok to say that school have been using the usual SCD toolkit to assist but that there has been no formal assessment of DS's needs which is required to ensure help is targetted and works. Also, these problems are every changing and integral to DS so that it is likely these disabilities, which will impede access to the curriculum, will require ongoing support - basically my view is his needs will change but he will always need support. Does that make sense?

 

I always think it's really hard on SCD issues etc to answer 'has there been progress?' because the school haven't even begun to identify his needs really so there's no way they are being met.

Yes I think its very good to say what the school have used,you dont really have to say if its worked or not at this point just make note of it.When they ask the school about it they may explain in greater detail what they have offered.Most important is not to say the school have offered X but they were not enforcing X properly, its good to show you working with the school,even if you dont see eye to eye or feel they not doing what they are supposed to.So just say school have done "x,y,z" and leave it at that for now.

 

Dont worry to mention thats his needs are ever changing,this is not important because a statement is reviewed once a year aanyway so any changes will be made at that stage,so I would leave that out.

 

You can explain what you want for your son,I know you write a least of how 1:1 will benefit him,but something like "I feel my son is very bright and willing to learn if he is given the necessary support" "I dont want him falling behind" "I want him to be a productive member of society" Just some ideas,something from "the heart" will be good.

 

 

[babnye1]

Thanks Justine. That's really helpful. Do you think it is better to do this now or wait for the diagnostic and OT report which we should have in a couple of weeks?

[justine1]

Thanks Justine. That's really helpful. Do you think it is better to do this now or wait for the diagnostic and OT report which we should have in a couple of weeks?

Do it now!!!I also wanted to wait for one more report,I think it was autism outreach,but it may have taken additional three weeks and that means three weeks that could have been taken off the 26 weeks statementing time frame!!!

 

Send what you have,you can send everything else as and when they ask,or when you chose to.

I hope they will agree to assess,best of luck!!!!

[babnye1]

Thanks. I am seeing the Ed Psych tomorrow. Should I mention to her that I am about to put in a SA or not? I'm wondering if it will make her more likely to write that everything is hunky dory!

[justine1]

Thanks. I am seeing the Ed Psych tomorrow. Should I mention to her that I am about to put in a SA or not? I'm wondering if it will make her more likely to write that everything is hunky dory!

Hey,maybe you can see her first,see what she says about why she is there etc. which is normal procedure.Put all your worries and concerns to her and then see if she has anything to say.Ask her what she thinks about your son getting statemented.Then if she is all for that then say you have already drafted a letter if she does seem a little negative then just leave it at that.

 

Try not to have any assumptions though just go one step at a time,say exactly what you feel and what you want for your son,not in too much detail merely saying you want 1:1 because ...... .She may be making notes so this will match up with what you have written in your request.

[babnye1]

Well, finally had the EP visit.

 

She was very nice (at least to my face) and listened to all my concerns and took notes.

 

Interestingly, she said that the community paediatrician had been involved and asked her to raise DS at 'prism' - the multi-agency meeting with schools where children get flagged up - as school wasn't acting.

 

School told me they'd done this themselves.

 

She is going to see DS in class and will then continue working with him using dynamic assessments. She said she will also do some ASD training with all staff and issue a set of recommendations for school to follow. She said she will be checking that the recommendations are followed.

 

Anyway, she seemed fine (although I did give her the wrong note for her records - my list of rants about school rather than the neatly headed DS' needs note!)but I don't know what she'll make of it all after speaking to teachers. Mrs Fluffy 'it's all fine and lovely' is unfortunately on today still.

 

Of course, she also said we wouldn't get a statement as he's not failing academically and we wouldn't need a private EP report because she was dealing with it She conceded he may be underpeforming but children with statements are in the bottom 5th centile for IQ . I pointed out this was policy not legal criteria and that a statement was the only way to guarantee provision. She babbled on about 'panel's criteria.

 

Anyway, we'll see what comes of her report which she said she will do for next week's diagnostic panel meeting.

 

[purplehaze]

 

 

Of course, she also said we wouldn't get a statement as he's not failing academically and we wouldn't need a private EP report because she was dealing with it She conceded he may be underpeforming but children with statements are in the bottom 5th centile for IQ . I pointed out this was policy not legal criteria and that a statement was the only way to guarantee provision. She babbled on about 'panel's criteria

.

 

Hi, the authority will decide children need statements if they do not make progress with support under SAP (school action plus) or if children need a lot of extra help i.e SALT, OT, socialising etc yes they also look at the child's IQ and learning but it isn't a deffinate no on that basis.

 

I work with children (pre-school) and have just put in a RSA for a child with autism who happens to come across as a high achiever e.g. he knows the alphabet, numbers, can read some words etc but this doesn't mean he can cope in a school without the right support due to communication and his lack of social ability etc

 

So children can be failing with social interaction or behaviour expectations and have a statement-so write about all the difficulties your son has with things like that as well also understanding, communication etc, the way he needs teaching (is it visual etc)-hope that helps X

 

 

 

[babnye1]

Thanks. That is helpful. I am awaiting for the diagnostic report which we should have by 24th and then will submit. Trouble is the EP feeds into the panel so is likely to provide the usual rubbish about school managing etc etc so no need to do anything.