19/07/2017

Our Headteacher

Like all Headteachers she has a lot on her plate. She is expected to know everything with minimal training, to mediate between parents, local authorities & the various professionals required whilst rummaging for coins down't sofa to fund it all. She does have my sympathy, it's not a job I'd want.

What concerns me is her apparent lack of understanding of the additional needs her students have. Our school seems to have a high proportion of children with both physical & invisible needs so you'd think they'd be pretty good at this. We've had exclusions, suggestions that our parenting is at fault, that our child is manipulative, that other children are far more important (all children are equally important!) and we aren't alone.

Other parents tell similar tales. Extremely important paperwork vanishing with little concern shown. Accusations of poor parenting when professionals see a very different picture. A general lack of any understanding of invisible disabilities & conditions and in some cases denying any condition exists until there's a diagnosis (which can come up to 10 years later in our area.)

Our child had a reasonable school report, any areas he is lacking ability are related to his additional needs. His teachers comments were quite positive. We are ignoring the Headteachers comments & have found we're not the only ones!


10/07/2017

Confusion & Delay

I am mostly confused & there seems to be endless delays when it comes to SEND & mental health, especially regarding children. Prevention is best but we have a very reactive system. We currently have lots to work on & a seemingly productive team but alas, the summer holidays start in a couple of weeks!

The last TAF meeting was reasonably useful. We have completed a Coventry Grid to try to ascertain whether Autism or Attachment Disorder is our main issue. I personally think our main issue is anxiety possibly due to ASD or PDA (which has also been mentioned) but attachment keeps hanging around in the minds of our professionals. Big Man has many traits for all of these but not enough for any diagnosis. I filled in the form as required.

School are going to attempt a Functional Behaviour Analysis. Big Man can be quite challenging & is often defiant at school. He likes to be in control at all times and has issues when he can't be. This sounds quite complicated but very useful, i wished them luck!

Me, the SENCO & relevant staff members have had very quick training on therapeutic stories provided free of charge by our Ed Psych (he's a good un!) and suggestions on how to help these children. Therapeutic stories seem to be a better option than actual therapy for children. We've heard the awful CAMHS stories & you only access counselling & therapy services for a set amount of time. Stories can be there forever & can be personalised for the individual (although you never ever connect them directly with the story!) The Margot Sunderland books are a great start but an expensive one. This one is particularly good but generally turns the grown ups into emotional wrecks.

We're also trying a 5 point scale and 'feelings face cards' to help Big Man recognise and deal with his emotions.


The problem is much of this cannot start until September. He'll have a new teacher, new TA's, almost a new setting as it's much more formal. His behaviour could be nightmarish regardless of any intervention. The year 1 teacher doesn't have great reviews from parents and we've been completely spoilt with our reception staff. I'll be drinking wine!


Links which may be useful, let me know if they don't work.