Proposed statement

[KLP]

Hello all,

 

we were lucky to get Band E - 25 hours a week granted and it seems it will be in place for when my 4 years old starts school in September. Apologies for the long message, but is there something you think its missing? The school SENCO mentioned this morning they may need to apply for extra help to cover for the lunch and play hour as the 25 hours may not be enough. His new teacher will observe him in nursery on Wednesday to get the feeling if he needs that extra support. I would be grateful for any comments/additions you may have from your experience. He is set to go to the nearest mainstream school but on a waiting list for a Primary Support base unit within the borough as that was my preference in the parental view in the SA. My guy is mainly language delayed and needs motivation with fine motor skills. Thanks a lot!

_______________________________________

 

Objectives are for him to:

1. Have access to the Foundation Stage leading to the National Curriculum at a level consistent with his ability

2. Develop language and social communication skills

3. Continue to develop social skills and interaction

4. Develop early learning and play schools

5. Increase his ability to engage with adult directed tasks

6. Improve fine motor and pre writing skills

7. Develop his self esteem and self confidence as a learner

 

The school will be responsible for:

1. He has an entitlement to the Foundation Curriculum leading to the National Curriculum differentiated to take account of his particular needs and modified on an in-house basis to ensure maximum flexibility and attention to his academic and personal development. Consideration must be given to the level of the National Curriculum at which he will work, how the National Curriculum can be differentiated in content and delivery to take account of his learning difficulties, the rate of speed at which he can learn, how he records his work and the procedures relating to the end of Key Stage tests.

2. For lessons and activities to be made accessible to him taking into account his learning difficulties. This will involve short-term attainable goals i.e. activities must be broken into small manageable parts which will allow him to achieve success.

3. Liaison between the relevant school staff and speech and language therapists to develop programmes which can be integrated into the school curriculum to promote his language and communication skills.

4. Access to augmentative communication systems such as PECS as necessary.

5. Instruction and explanations will be broken down and presented in a simplified concise language with visual cues, and modelling where possible to aid understanding, with rephrasing and repetition of instruction as necessary.

6. Activities through which he can play and learn with children with normal language development to provide appropriate language models to enhance his communication skills.

7. Additional time will be allowed for him to process information and to respond to questions to account for his language difficulties.

8. Supported activities to enable him to socialise with his peers, both in free playtime and in more structured setting to develop peer interaction and social skills.

9. Modelling of social play skills, adult scaffolding of activities with other children and talking with him about his play to promote language and interaction skills.

10. Access to peers who provide good models of social skills and social interaction.

11. A focused and structured literacy and numeracy programme encompassing a range of activities and materials in the context of the National Curriculum.

12. Access to a multi sensory approach to learning, with opportunities for rehearsal and over learning of new concepts and skills

13. Frequent change of activity and pace in order to maintain his attention to task

14. Where possible directed activities will draw upon his interests and will be interspersed with tasks of his own choosing to promote his co-operation.

15. Liaison between relevant school staff and occupational therapists to develop programme to promote his fine motor and pre writing skills

16. Praise, rewards and success with frequent, detailed and specific feedback on tasks completed to encourage confidence as a learner and self esteem.

17. Close liaison with home, school and professionals involved in supporting him to ensure consistency of approach.

18. IEP with specific targets based on broad objectives to take into account his learning difficulties

19. A member of staff (SENCO) who has responsibility for him and who will co ordinate programmes for him.

20. An educational setting where he feels valued and staff are aware of his difficulties and strategies proposed to support his learning.

[JsMum]

3. Liaison between the relevant school staff and speech and language therapists to develop programmes which can be integrated into the school curriculum to promote his language and communication skills.

 

 

6. Activities through which he can play and learn with children with normal language development to provide appropriate language models to enhance his communication skills.

 

11. A focused and structured literacy and numeracy programme encompassing a range of activities and materials in the context of the National Curriculum.

 

15. Liaison between relevant school staff and occupational therapists to develop programme to promote his fine motor and pre writing skills

 

 

I would get them to quantify much more information, for example how often should they liason, termly, every six months, and then how often should your son recieve the therapy, so once a month or once a week and for how long should the session run, and is this 1-1 or group work or a conbination of both and what is the mininum time been used for eac of the session.

 

Only going by the details of Js statement which was ammended to stipulate the quantity and spersifics of what it was J was recieving.

 

If you dont get them to quantify they could construct a programme but only deliver it once a month for ten mins, and not revise the programme for a whole year, which wont be adequate to meet his needs.

 

The playground/dinner 1-1 will require a full time statement around 30 PLUShrs a week.

 

I would contact Nas educational helpline who can go over the spersifics and quantity information.

 

Also to add that if you do want the school with resource unit you have to name that on his statement in part 4 again I would talk to the NAS helpline, and Im sure others here can help more with the spersific information on part 4.

 

JsMumx

 

Edited July 12, 2010 by JsMum

[Sally44]

I've copied the objectives:-

 

"2. Develop language and social communication skills

3. Continue to develop social skills and interaction

4. Develop early learning and play schools"

 

As the school is talking about 'unstructured time' ie. dinnertime and playtimes etc (and any social skills club, or social interaction programmes etc). It is the SALT who is responsible for this section.

 

As already said you need input to be quantified and specified. Look on the IPSEA website and also the SEN Code of Practice. It needs to be very precise otherwise you are not able to challenge or even know if they are fulfilling the Statement. Who is going to provide the support and for how long and in which environments. What professionals are going to be involved, how often, for how long, and how often will they review the programmes etc.

 

How is the 25 hours of support going to be provided. Ask school to detail exactly how it will be provided and by whom. For example is it 25 hours 1:1 or small group work (and if so what size of small group). Will your child have a dedicated TA who delivers programmes and will it be the same one every day. Who will work with your child in the playground etc to ensure that skills are generalised?

 

Has the Statement been finalised and if so when?

 

[Sally44]

The school will be responsible for:

1. He has an entitlement to the Foundation Curriculum leading to the National Curriculum differentiated to take account of his particular needs and modified on an in-house basis to ensure maximum flexibility and attention to his academic and personal development. Consideration must be given to the level of the National Curriculum at which he will work, how the National Curriculum can be differentiated in content and delivery to take account of his learning difficulties, the rate of speed at which he can learn, how he records his work and the procedures relating to the end of Key Stage tests.

So your child also has a learning difficulty as well. What is that eg. general learning difficulty or specific learning difficulty. Does he need access to any specialist teachers or specialist supports or approaches or programmes and if so what are they are who will deliver them and review them? Is EP input quantified in the Statement (many people don't have this, but it is perfectly reasonable to ask for EP input to be quantified and specified in the Statement, especially if the child also has learning difficulties - but very important to know what those difficulties are as well as that ties directly into which TYPE of school is needed. Due to difficulties with fine motor skills I presume this means difficulties with writing. Will he need a writing programme, strategies to help him demonstrate and record his learning - think also towards the future of seeking provision of things like a lap top or certain software to help support learning.

2. For lessons and activities to be made accessible to him taking into account his learning difficulties. This will involve short-term attainable goals i.e. activities must be broken into small manageable parts which will allow him to achieve success. Whether a child is making adequate progress is determined by how much progress they typically make. So it is very important that the right approach is used and the right professionals are involved otherwise you don't get much progress and that becomes the 'norm' for that child. You should question whether any remediation would be appropriate and keep a very close eye on academic progress and what that is telling you eg. your child might have something like dyslexia that requires a different approach or different type of school or specialist teaching etc.

3. Liaison between the relevant school staff and speech and language therapists to develop programmes which can be integrated into the school curriculum to promote his language and communication skills.You should ask the SALT to quantify and specify what that programme will be. And get a copy of that programme. All progress should be recorded via his IEPs.

4. Access to augmentative communication systems such as PECS as necessary.

5. Instruction and explanations will be broken down and presented in a simplified concise language with visual cues, and modelling where possible to aid understanding, with rephrasing and repetition of instruction as necessary.As the SALT obviously knows he has language/communication difficulties for this to be in the Statement, I would push the SALT to be precise and list his difficulties. My sons are listed eg. "The SALT will deliver a programme which covers the following difficulties: inference, comprehension, giving information using narratives, forumulating sentences, semantics, vocabulary, grammar, social communication and play skills." And each of those areas are assessed at the annual review to see if he has made progress and the SALT produces an updated report and that updated report is also a requirement in the Statement and it also states the SALT will attend IEPs.

6. Activities through which he can play and learn with children with normal language development to provide appropriate language models to enhance his communication skills.What activities?? Is this a school dinnertime club, working with a mentor, buddying etc. He will not learn by watching other kids. If our children could do that they would have already learnt from their peers, family and siblings. They need to be taught. So WHO is going to teach him specific play and communication skills?? Will it be a dinnerlady or a qualified SALT?? How often the sessions. Will it be 1:1 or group work?

7. Additional time will be allowed for him to process information and to respond to questions to account for his language difficulties.This suggests that 'whole class learning will be difficult for him to access because he will be trying to process what has been said and the class will have moved on, or he will get bombarded with too much information to process and may just turn off or zone out. Is he going to be taught in small groups. Will he have a dedicated TA?

8. Supported activities to enable him to socialise with his peers, both in free playtime and in more structured setting to develop peer interaction and social skills.This suggests that 'whole class learning will be difficult for him to access because he will be trying to process what has been said and the class will have moved on, or he will get bombarded with too much information to process and may just turn off or zone out. Is he going to be taught in small groups. Will he have a dedicated TA?

Edited July 12, 2010 by Sally44

[Sally44]

9. Modelling of social play skills, adult scaffolding of activities with other children and talking with him about his play to promote language and interaction skills. Again, who is going to do this. Sounds like a professional needs to be, but you'll not get one unless it is specified

10. Access to peers who provide good models of social skills and social interaction.

11. A focused and structured literacy and numeracy programme encompassing a range of activities and materials in the context of the National Curriculum.

12. Access to a multi sensory approach to learning, with opportunities for rehearsal and over learning of new concepts and skillsWhat does 'opportunities' and 'access to' mean? It needs to be specific. An opportunity could be a monthly opportunity by a parent helper that lasts 10 mins or it could be a weekly/daily 1:1 intervention programme monitored by a SALT who has trained up his dedicated TA to deliver the programme daily in class and the playground

13. Frequent change of activity and pace in order to maintain his attention to task

14. Where possible directed activities will draw upon his interests and will be interspersed with tasks of his own choosing to promote his co-operation.

15. Liaison between relevant school staff and occupational therapists to develop programme to promote his fine motor and pre writing skills. Again needs to be specific. Eg. the OT will provide a programme to address xxx's fine motor skills which will be delivered daily in school and progress will be reviewed by the OT on a termly basis. It should also list any adaptions he may need or specialist equipment he should have access to

16. Praise, rewards and success with frequent, detailed and specific feedback on tasks completed to encourage confidence as a learner and self esteem.

17. Close liaison with home, school and professionals involved in supporting him to ensure consistency of approach.How will this close liaison be achieved? Will there be MDT meetings at his IEPs?

18. IEP with specific targets based on broad objectives to take into account his learning difficulties. IEPs are not supposed to have broad objectives. They have specific targets which are SMART - specific, measurable, achieveable, relevent and time specified.

19. A member of staff (SENCO) who has responsibility for him and who will co ordinate programmes for him.

20. An educational setting where he feels valued and staff are aware of his difficulties and strategies proposed to support his learning.

[Kathryn]

Good news about the 25 hours. I agree with previous posts though - more quantification and specification is needed in order to make this a legal document which is enforceable. A statement should detail what's required and shouldn't leave it up to others to decide. "Liaison with speech and language therapists" is too vague to be of much use. S&LT and OT input should be expressed in terms of hours/minutes per week/ term etc. and within that, how much time for direct therapy, observation, staff training and report writing.

 

K x

[Sally44]

What is a primary support base unit? Is it an ASD or speech and language unit attached to a primary mainstream school? Is that specified in the placement (section 4) in the Statement? What does being on the waiting list involve? Would another child need to leave for your son to get a place? Are there other children also on this list?

[KLP]

Thank you all for the support and advice! I knew you were the experts.

 

I will definitely request everything possible to be specific, quantifiable and measurable.

 

This was only the proposed statement Sally and I have one more week to request the changes and a meeting. The PSB (Primary Support Base) units has children with a variety of special educational needs, mostly speech delayed and some with autism. They are all attached to mainstream schools where a transition is made when appropriate. We don't have autism units in the borough just autism special schools and after visiting them and gathered feedback from parents that have had children there I decided it was not the place for my son. The PSB's are all full starting this September (only 8 places at both units) and he is being placed on a waiting list should a child moves away or come September the unit is not best place to support their needs.

 

I am not smart enough what to put in part 4 so please help me out. I am planning to choose the mainstream school where he already has a place and I have met with the SENCO last month and she already started planning for his transition (teacher is going to his nursery tomorrow, I am taking him 2-3 times next week, teacher from nursery will join me 1-2 mornings when he transitions to the school). With regards to support it will be a trained TA that will liaison with ST, OT, Senco and parents. Progress will be discussed every term and parents will be invited to meetings as well as the annual review.

 

With regards to the learning difficulty, the EP had big input towards the proposed statement but each time she visited him in nursery he was highly uncooperative so she couldnt assess his cognitive skills and noted he can sort by shapes, colours, plays well and cooperates with familiar faces in familiar environment. Having said all that he had ST and OT visiting him and he was ok with them, dont think he warmed up to the EP at all.

 

Any further comments will be much appreciated. Just called the Ed Officer this morning, she is on leave until Monday so I have time until then to think of all amendments.

 

K x

[KLP]

sorry forgot to add something about part 4. Considering there is no space in the units for this academic year I think I will pick the mainstream as I dont think its wise to move him half way through the year or do you think if a place becomes available I should immediately go for it as it may not wait for us until the following September? Although I think he will benefit from a smaller classroom I also want him to have a go in a mainstream...Decision making is really hard

[KLP]

I bumped into the SENCO (of the mainstream school that my son is probably going to attend) today and told her was going to appeal against 2 and 3 as the objectives are very broad and should be specific, quantified, measurable...She assured me thats what the school (she) will be doing once the Statement is finalised and told me I should relax about it and have a good summer before the big transitions ahead of me. She will make sure the objectives are SMART, its specified how often the ASD trained TA liasons with ST and OT, how long every week he received ST and OT from specialist and then have the programme delivered daily by the trained TA.

 

The teacher visited my son in nursery and she was extremely pleased how well behaved, well mannered and cooperative he was considering he saw her for the very first time.

 

I now dont know whether should go to the length to appeal to LEA about the proposed statement as the SENCO mentioned all the points that you all have mentioned above herself without me questioning every single detail. Or should I not take her word for it and go ahead with the appeal?

[Yossarian]

KLP - you must remember you are your child's only advocate. If the school will be doing it anyway, there's no problem about objectives being specified in the statement is there? The statement your child receives is the one piece of paper you have to try to enforce provision. If it's not written specifically on the statement, you are relying on the good will of others to deliver it, and trust me, you don't want to be in that position.

 

Unfortunately many people find that getting a statement is not the end of the road. Due to the way the system is set up, you are the one that has to ensure provision matches what's written on the statement. Nobody else is going to do it. So getting it as good as you can now will make your life easier down the road.

 

Run it by IPSEA or NAS education or ACE.

Edited July 16, 2010 by Yossarian

[KLP]

Thanks Yossarian and all that contributed. My feedback to the proposed statement has gone in today and also visited the unit attached to mainstream where a place suddenly became available and decided to go for it. The teacher was lovely and my son engaged with her, briefly played with the other kids and i am sure this is the answer for him. The unit teaches 8 children in the morning and then integrates them in mainstream reception class every afternoon.

 

Only thing left is to calm the sulking husband who thought I would give up the unit idea, however I am sure he will buy it once son starts progressing rather than I am sure will be regressing in mainstream in 33+ classroom. Well he has never taken him to therapy sessions nor attempted the recommended activities so not aware how hard work is to get ds to attend to activities and cooperate sometimes.

 

Lots of weight off my back now

[Grace]

Thanks Yossarian and all that contributed. My feedback to the proposed statement has gone in today and also visited the unit attached to mainstream where a place suddenly became available and decided to go for it. The teacher was lovely and my son engaged with her, briefly played with the other kids and i am sure this is the answer for him. The unit teaches 8 children in the morning and then integrates them in mainstream reception class every afternoon.

 

Only thing left is to calm the sulking husband who thought I would give up the unit idea, however I am sure he will buy it once son starts progressing rather than I am sure will be regressing in mainstream in 33+ classroom. Well he has never taken him to therapy sessions nor attempted the recommended activities so not aware how hard work is to get ds to attend to activities and cooperate sometimes.

 

Lots of weight off my back now

 

Great news KLP!! And Yossarian is so right - do ensure the statement is watertight; even if you allowed that the current staff will keep their word, what if staff leave and others come in - without it backed by law, you will be in an awful position. But for now enjoy the good news - just sell your DH about the staff ratio - wouldn't even get that ratio at independent school etc!x