On Friday I received the phone call I was dreading. J's case file had been discussed by the Panel for a special school placement and they turned him down. They didn't feel he was right for one of the C.L.i.P (Community Learning in Partnership) schools. They DID however suggest Grove House School a new specialist special Free school opening in September 2015. Interestingly back in March this is the same school they told me would not accept J. They said in March that he wouldn't meet the criteria ...apparently now he does!
I have given them permission to send J's file over to Grove House school for consideration. Not wanting to leave anything to chance I emailed the school to say that J's file was coming to them and had the positive response of an email back the next day to say they had received J's info and would discuss it at an admission's meeting next week. I will know by the end of the week if J has a place there or not.
If he does then great, the write up looks amazing and here are only 10 pupils per year group. Teaching will be done with speech and language therapists on hand to support pupils who need visual aids and receptive language support (like J). An occupational therapist will be employed full time to support with sensory needs too and there will be a sensory room. If accepted then J could stay until he is 19.
If J is not accepted then we will go to tribunal for a place at the special school.
I am keeping all my fingers and toes crossed.
The other positive thing I take from this is that the LA have recognized mainstream education is not right for J and that he needs a different kind of teaching.
Sunday, 12 July 2015
Tuesday, 7 July 2015
Executive disfunction
One of the difficulties and impairments J has is with executive function. Put simply this means his game controller (or brain controller) is pressing many buttons at the same time and his brain (the console) is struggling to interpret this.
The result of all this extra activity is that J misses instructions and mislays objects at times. Sometimes from morning to evening, often from room to room or in school from lesson to lesson.
The school have detected this and made several plans which they have failed to keep to. One big issue has been with writing down homework in school, J's writing is literally unreadable and being asked to write down his homework under pressure doesn't work. Deciphering this homework is impossible and J cannot usually remember what he needs to do, then the school sanction him for not doing it.
Back in March J mislaid his PE kit for the second time since September, as money was tight I couldn't afford to replace everything at once and so I cobbled together a top and shorts but had no trainers which could be used. I replaced his trainers the following week when I could afford to do so.
The replacement of the trainers coincided with my receiving a letter from the school saying that J was issued with an after school detention for not having a complete PE kit during the previous week.
As we had recently had the Annual Review of James Statement where his executive function issues had been highlighted I asked if we could try using the plan instead of sanctioning J.
The SENCO did not agree and said that J should do the detention as issued. I pointed out that the reason he had lost his kit was down to his executive function impairments which the school had identified. She did not agree and reluctantly I allowed the detention to go ahead, in doing so I let J down.
J went to the detention which I envisaged taking place in a classroom, I pointed out to the school that sitting for an hour would be difficult for J but that if the PE teacher needed a cupboard tidying they could do this with him to make it easier. They did not do this.....instead something different happened.
So what happened during detention?
Firstly a teacher had to leave early which happens and is not anyones fault. This meant only two teachers left to supervise both the detention and the after school rugby club. So the teacher supervising detention lead the pupils in detention out to the rugby field where they stood for an hour on the sidelines watching the rugby.
No problem one might think, well yes there WAS a problem...a big problem.
Firstly they had left J in an unsupervised and unstructured situation, something they already know he finds difficult. Secondly one of the other pupils in detention was a boy who was known for teasing J.
Thirdly it was cold and J had forgotten his coat, it began to rain as well which was too much for J.
So J began to cry, his autism makes him emotional when he feels overwhelmed and he was upset. The "boy who teases J" called him a "cry baby" and J got more upset, J then lay on the ground and raged. The "boy who teases J" laughed at J and an argument commenced with both boys calling each other names and J getting more and more upset. Where were the teachers during this incident? They were on the field teaching rugby and did not witness what occurred.
J was angry and emotional, he chased the other boy and threatened to "strangle" him but says the other boy was too fast. The boy and others continued to laugh and jeer at J who was already upset but all settled when the teacher came back to them.
So J was once again left, left in a situation he found hard to deal with, a situation the school already knew he struggled with.
J left detention an hour later in full meltdown, he screamed, he raged, he cried and he threw his bag to the ground. It was nearly 30 mins before he was calm enough to get in the car so that I could drive safely.
I was angry, he should not have done the detention in the first place as it was given for a circumstance outside of J's control (my inability to afford to replace his trainers immediately) and because J's executive function impairments really do mean that he has a tendency to lose things.
A far better approach would have been to say "we now have a plan to ensure he keeps track of items" and then to monitor this.
Since this detention the school have agreed to leave J's PE kit in the PE department so it cannot get lost. That was three months ago and to date it isn't happening, nobody remembers to ask for J's PE kit after each lesson and he brings it home. It's a matter of time before he loses it once more but this time I am ready and we will NOT be doing any detention.
I should add here that my issue is not with J's school as such but with a system which fails to recognize differences effectively enough. The teachers are fabulous and really nice committed people but the system for children like J at secondary level is pants. There is partial differentiation but what they practice is integration, this is NOT inclusion and is why I am now asking the Local Authority to place J in a special school which can meet his needs. From all I have read I am firmly expecting them to refuse.....and we will then be gong to tribunal because I am not leaving J's well-being to chance.
The result of all this extra activity is that J misses instructions and mislays objects at times. Sometimes from morning to evening, often from room to room or in school from lesson to lesson.
The school have detected this and made several plans which they have failed to keep to. One big issue has been with writing down homework in school, J's writing is literally unreadable and being asked to write down his homework under pressure doesn't work. Deciphering this homework is impossible and J cannot usually remember what he needs to do, then the school sanction him for not doing it.
Back in March J mislaid his PE kit for the second time since September, as money was tight I couldn't afford to replace everything at once and so I cobbled together a top and shorts but had no trainers which could be used. I replaced his trainers the following week when I could afford to do so.
The replacement of the trainers coincided with my receiving a letter from the school saying that J was issued with an after school detention for not having a complete PE kit during the previous week.
As we had recently had the Annual Review of James Statement where his executive function issues had been highlighted I asked if we could try using the plan instead of sanctioning J.
The SENCO did not agree and said that J should do the detention as issued. I pointed out that the reason he had lost his kit was down to his executive function impairments which the school had identified. She did not agree and reluctantly I allowed the detention to go ahead, in doing so I let J down.
J went to the detention which I envisaged taking place in a classroom, I pointed out to the school that sitting for an hour would be difficult for J but that if the PE teacher needed a cupboard tidying they could do this with him to make it easier. They did not do this.....instead something different happened.
So what happened during detention?
Firstly a teacher had to leave early which happens and is not anyones fault. This meant only two teachers left to supervise both the detention and the after school rugby club. So the teacher supervising detention lead the pupils in detention out to the rugby field where they stood for an hour on the sidelines watching the rugby.
No problem one might think, well yes there WAS a problem...a big problem.
Firstly they had left J in an unsupervised and unstructured situation, something they already know he finds difficult. Secondly one of the other pupils in detention was a boy who was known for teasing J.
Thirdly it was cold and J had forgotten his coat, it began to rain as well which was too much for J.
So J began to cry, his autism makes him emotional when he feels overwhelmed and he was upset. The "boy who teases J" called him a "cry baby" and J got more upset, J then lay on the ground and raged. The "boy who teases J" laughed at J and an argument commenced with both boys calling each other names and J getting more and more upset. Where were the teachers during this incident? They were on the field teaching rugby and did not witness what occurred.
J was angry and emotional, he chased the other boy and threatened to "strangle" him but says the other boy was too fast. The boy and others continued to laugh and jeer at J who was already upset but all settled when the teacher came back to them.
So J was once again left, left in a situation he found hard to deal with, a situation the school already knew he struggled with.
J left detention an hour later in full meltdown, he screamed, he raged, he cried and he threw his bag to the ground. It was nearly 30 mins before he was calm enough to get in the car so that I could drive safely.
I was angry, he should not have done the detention in the first place as it was given for a circumstance outside of J's control (my inability to afford to replace his trainers immediately) and because J's executive function impairments really do mean that he has a tendency to lose things.
A far better approach would have been to say "we now have a plan to ensure he keeps track of items" and then to monitor this.
Since this detention the school have agreed to leave J's PE kit in the PE department so it cannot get lost. That was three months ago and to date it isn't happening, nobody remembers to ask for J's PE kit after each lesson and he brings it home. It's a matter of time before he loses it once more but this time I am ready and we will NOT be doing any detention.
I should add here that my issue is not with J's school as such but with a system which fails to recognize differences effectively enough. The teachers are fabulous and really nice committed people but the system for children like J at secondary level is pants. There is partial differentiation but what they practice is integration, this is NOT inclusion and is why I am now asking the Local Authority to place J in a special school which can meet his needs. From all I have read I am firmly expecting them to refuse.....and we will then be gong to tribunal because I am not leaving J's well-being to chance.
Friday, 3 July 2015
Peaks, troughs and doubts.
It's been roller coaster of a few weeks here which saw a final straw being added to my difficulties.This led to a trip away to think, decisions were made and unmade, tears were shed and frustrations expressed. I am calmer now but still with doubts and worries.
One of the problems when raising a child like J is trying to make the best decisions at the right time, as a parent I know I won't always get it right and my fear is that I will cause J long term issues because of decisions I make or don't make at this point.
Currently education is giving me headaches and nightmares despite the best efforts of individuals within J's school. I recently attended the parent/teacher evening where I met most of J's teachers and it was very reassuring. Everybody made nice comments about J, he was described as polite, enthusiastic, friendly and a lovely member of each class. Academically he has progressed a little since Easter but all in all he has made no progress at all this year. In some cases he is now a whole two levels lower than when he left Y6. My problems with this is that J is not unintelligent, he is bright, he knows what he wants to say and has lots to contribute. All his teachers said the same but commented about his poor handwriting, about his struggle to concentrate, also his fast paced brain thinking ahead and asking about stuff the teacher has not yet covered. Yet he remains in all the bottom sets and his assessed levels put him in the bottom 15% of achievement. Something somewhere is wrong and I suspect that is mainstream education with its fast paced approach and one size fits all ethos.
A local education advocacy service is now offering me support and their opinion is that J is in the wrong setting, the problem with this though is that the ideal setting does not exist, at least not in the state sector. I have requested a change to a happy medium,a special school which will meet J's needs more than adequately but at a slower pace than mainstream school. In making this request I am going to war with the local authority but I am beyond accepting the cheapest most convenient option for them.
So all the paper work went in on Tuesday along with a diary of incidents to show what J has experienced this year. A covering letter tells the Local Authority that I have no faith in the mainstream system. It also says that I have little faith in the Local Authority either as I suspect they are prepared to accept the lowest possible achievements and outcomes for J in the name of saving money.
I have news for them, they are not balancing their budget with MY child as a casualty...not now and not ever.
Watch this space.
One of the problems when raising a child like J is trying to make the best decisions at the right time, as a parent I know I won't always get it right and my fear is that I will cause J long term issues because of decisions I make or don't make at this point.
Currently education is giving me headaches and nightmares despite the best efforts of individuals within J's school. I recently attended the parent/teacher evening where I met most of J's teachers and it was very reassuring. Everybody made nice comments about J, he was described as polite, enthusiastic, friendly and a lovely member of each class. Academically he has progressed a little since Easter but all in all he has made no progress at all this year. In some cases he is now a whole two levels lower than when he left Y6. My problems with this is that J is not unintelligent, he is bright, he knows what he wants to say and has lots to contribute. All his teachers said the same but commented about his poor handwriting, about his struggle to concentrate, also his fast paced brain thinking ahead and asking about stuff the teacher has not yet covered. Yet he remains in all the bottom sets and his assessed levels put him in the bottom 15% of achievement. Something somewhere is wrong and I suspect that is mainstream education with its fast paced approach and one size fits all ethos.
A local education advocacy service is now offering me support and their opinion is that J is in the wrong setting, the problem with this though is that the ideal setting does not exist, at least not in the state sector. I have requested a change to a happy medium,a special school which will meet J's needs more than adequately but at a slower pace than mainstream school. In making this request I am going to war with the local authority but I am beyond accepting the cheapest most convenient option for them.
So all the paper work went in on Tuesday along with a diary of incidents to show what J has experienced this year. A covering letter tells the Local Authority that I have no faith in the mainstream system. It also says that I have little faith in the Local Authority either as I suspect they are prepared to accept the lowest possible achievements and outcomes for J in the name of saving money.
I have news for them, they are not balancing their budget with MY child as a casualty...not now and not ever.
Watch this space.
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