[N+J]

Hello -

My son is 4 and is going to start school in September. He has a statement.

I met the SENCO today and expressed my worry at not being able to do all his exercises once he starts school. At the moment I do about 2 hours a day (scattered throughout the day). A mixture of massage, stretches, physio etc

Its all stuff that we learn from different therapists and its all really tailored to my son's needs. He progresses so well from doing it all - and I'm scared that by not being able to do it (we really really will struggle to do even half of it once school starts, as he needs energy for a lot of it and will be too tired after school) he'll start to go backwards or at worse really slow down in his physical progression.

So today I asked the SENCO if (just for reception) he could go in 45 minutes to an hour late each morning.

She was absolutely fine about this. Which really surprised me.

She said it was mainly just free play in the morning. She was more specific but I can't remember exactly what she said - I'll ask her again.

The learning stuff comes after lunch.

I know it is all learning stuff though and don't want him to miss out. Plus I don't want his friendships to be affected.

Do you think learning and friendships might be if I go ahead with this.

Thank you.

Nicola.

[jaynepick]

Hi
my son Sam is 9 and has been at the same mainstream school since he was 4. Sam has left hemi and we do physio with him every day, although to be honest not 2 hours which I would like to do ( but he would be too grumpy !!)...
As for going in late I'm impressed that the school are being so supportive - that's a great start. My only thought is that when Sam started school I made time during drop off in the morning to get to know the other children /mums in his class so I could start helping Sam build his friendships by asking children back for tea etc ( always easier if you have got to know the mums). All of his friends are absolutely fantastic with him and really supportive and understanding of his needs and the time I spent in the early years has helped with his transition to middle school. Although as he has such a lovely personality he probably would have still made lots of friends !
Maybe you could get him to start a couple of days at the same time as the other children - my Sam has always loved those first few minutes in the playground with his friends and when you have a child with any kind of special needs it's good to be able to get other mums to understand their needs in case they go to play at their houses.
Sorry if I'm waffling and I know that you need to continue with the physio but I suppose it's just getting the best balance for Samuel in the future.
Hope this helps
Jayne x

[N+J]

That's a really good idea Jayne. Thankyou.

I hadn't thought about me meeting the mums bit.

The only thing is that I will only be doing this for reception. And during reception i don't think he'll be going on many playdates. He'll be too tired.

Still - I know it would be good to meet the other mums for the future.

Nicola. x

[JCA]

Hi Nicola

I can understand the importance of carrying on the great work you are doing with Samuel but I kind of think it wouldn't be a great idea to do this every morning, there is alot of bonding that goes on in the playground before school with children/parents and you will both be missing out. Could they incorporate some of his physio exercises into PE and save the massage for when he comes home from school?

I'm sure all schools are different but my childrens' school did the learning in the morning while they were fresh and playtime in the afternoon but as I say your son's school may do things differently.

Agree with Jayne, it's about getting a good balance.

[N+J]

The learning happens in the afternoon, straight after lunch, at this school. The is the time the SENCO said was best for him to have off. I did wonder whether picking him up early might be better. But she said it wouldn't. He is only in reception. I wouldn't think of doing it later on.

I think the massage stuff will happen after school. But I have half an hour of active exercises to do a day. And they couldn't be done at school. The school would not be able to fit them in - and/or do them properly - I don't think.

These exercises have made such a difference to Samuel's progress so far, that I won't contemplate not doing them. And at this young age he'll be too tired to do them after school.

I don't want him to miss anything at all, and think its a shame for him to go in late. The only thing is that we live far away from the school and I'm always late or on the dot with time - so I don't think he'd get much playground bonding in anyway. I'll see the mum's after school and go to the park with them sometimes. And I know a lot of them already from around and about, and his nursery.

What I am thinking is I'll give it a go until Christmas and then review it from there.

Thank you for all your helpful advice. Its helped me to weigh up the pros and cons.

Nicola.

[mcgowan]

Hello there, I am a nursery nurse and work in a reception class with a child with additional needs. I think it would be fine for you to bring your child in an hour late each morning. The foundation or reception class is all about learning through play. Your child will form and bond in his friendships throughout the day. Dont worry about your child missing out on any formal learning as I am certain that the teacher will adapt the curriculum to suit all the needs of the children. I do think that you need to add into your statement that the school with the support of physiotherapist do some of the excercises with your child. My son Oliver has physio at school with his TA three times a week. It is written into his statment so that there is no confusion. The child I work with also has physio in school 3 x per week. This is in addition to PE lessons. I think that the physio is very important, however its lovely when someone else can take some of the burden and then when your child comes home from school it is one less job to do.

Paula

[N+J]

Hello Paula,

My son's statement is a level D ( I think - the borough won't write on the statements what level they are any more). I also think he has 20 hours of additional help - but its small group and one to one and not specified.

The school has told me that my son will not have a TA.

Obviously the class has one. But I don't know who would be taking him out to do physio in that case as the class TA is needed in class.

The exercises we do are very specific (and I am a perfectionist). I would want them done properly in order to not then do them at home.

I have accepted that my son has no TA because he is very independent and likes to work things out for himself. In nursery he has been very resistant to help and to the person they put with him at the beginning.

I suppose though I wonder whether it is OK that I have just accepted that he won't have anyone assigned to him.

Nicola.

[mcgowan]

Hi Nicola,
I have been dealing with my sons statement for the last nine years. He has 32 hours additional support, which meant that this is in addition to what the school offers. Your child should be getting a TA for 20 hrs per week to give him the additional support he needs. A TA should never crowd a child that it stops the childs independence, In my opinion they should shadow the child and then move in when support is needed. Your son must need the extra support as there is no way on this earth that the LEA would have given him one if he didnt need it. The TA currently in your sons classroom is to support all the children in the class and to support and assist the teacher. If I was you, I would contact your local education officer and ask her what the additional help means. I do believe that your son is being short changed here.

N+J, on 01 July 2011 - 08:39 PM, said:

Hello Paula,

My son's statement is a level D ( I think - the borough won't write on the statements what level they are any more). I also think he has 20 hours of additional help - but its small group and one to one and not specified.

The school has told me that my son will not have a TA.

Obviously the class has one. But I don't know who would be taking him out to do physio in that case as the class TA is needed in class.

The exercises we do are very specific (and I am a perfectionist). I would want them done properly in order to not then do them at home.

I have accepted that my son has no TA because he is very independent and likes to work things out for himself. In nursery he has been very resistant to help and to the person they put with him at the beginning.

I suppose though I wonder whether it is OK that I have just accepted that he won't have anyone assigned to him.

Nicola.

[Jane72]

N+J, on 01 July 2011 - 08:39 PM, said:

Hello Paula,

My son's statement is a level D ( I think - the borough won't write on the statements what level they are any more). I also think he has 20 hours of additional help - but its small group and one to one and not specified.

The school has told me that my son will not have a TA.

Obviously the class has one. But I don't know who would be taking him out to do physio in that case as the class TA is needed in class.

The exercises we do are very specific (and I am a perfectionist). I would want them done properly in order to not then do them at home.

I have accepted that my son has no TA because he is very independent and likes to work things out for himself. In nursery he has been very resistant to help and to the person they put with him at the beginning.

I suppose though I wonder whether it is OK that I have just accepted that he won't have anyone assigned to him.

Nicola.

Hiya

Just picking up on the issues of statements here, they can be a minefield, and councils just love wording them very loosly so they can be interpreted differant ways, so in essence they can get away with not providing propperly and saving money!. If you have any doubts at all about the wording of your childs statement, Id firstly advise you to speak to his case worker at the council, and if they dont agree to reword it, then write formally and ask for amendments to be made. Its really important that things are specified and quanified otherwise he may not get what he needs, and its not fair that the child misses out because they cant access the lessons propperly due to lack of help!

There are set ways of dealing with statements, Ive been at it for years on my autistics sons behalf, and im just about to take our council to tribunal over it all.

google IPSEA and do ring one of their helplines if you need help, they have been a great help to me, and will go to tribunal with us to fight my sons case!

its really worth fighting for what is right, especially while your son is so young......OT, physio and S+L can be written into a statement as a need and should be provided as required.....dont be fobbed off. Find out your rights and the rules surrounding, in my experience you rarely get a true picture from authority, its up to you to find out the ins and outs. (search the SEN CODE OF PRACTICE, and have an interesting read.....)

hope that helps.

[N+J]

I know this will sound pathetic - but I don't want to fall out with the school. I really like it, and have chosen it because I trust that they provide the best they can for their children. The SENCO is brilliant and lovely and I don't want to start off badly with her or anyone. I just don't want to begin by being a difficult parent.

I know that must sound crazy and as if I am putting my son's needs last ...

However - my son does have mild hemiplegia. We have done so many therapies with him up until now that have really reduced the impact of his hemiplegia on his physical abilities. I fought to get him a statement, mainly because we have no local school and I wanted to choose a school that would look after him, rather than be shipped out to our neighbouring borough to a rubbish school.

But I always felt, and now more than ever do feel that he is very self sufficient. I reckon he needs a bit of help (but not a lot) with dressing and undressing. He'll be fine in the playground (won't be able to do difficult climbing equipment - but that's not a problem. He knows how to be safe, and what to try and what not to).

The same applies to gym and sports (if the teacher knows how to help him, that is enough). We already do gym, ballet and swimming after nursery and he is fine without an assistant there.

And in class I think his main difficulties would be with making/building things. And how often do children need to do things like this? Or am I being naive?

I suppose there will be little things here and there and everywhere that he'll find difficult. But usually he finds a way around things and I know that he's more resourceful when not helped - otherwise he'll let other people do things for him.

Should I still call the statement people, I don't know. I don't want him to miss out on help - and don't want him to be short changed. But could I wait until he starts - see how he gets on and then if there is a problem push for a TA after this? I would rather do this. But maybe things won't work like that ...

Nicola.

[Jane72]

N+J, on 05 July 2011 - 08:52 PM, said:

I know this will sound pathetic - but I don't want to fall out with the school. I really like it, and have chosen it because I trust that they provide the best they can for their children. The SENCO is brilliant and lovely and I don't want to start off badly with her or anyone. I just don't want to begin by being a difficult parent.

I know that must sound crazy and as if I am putting my son's needs last ...

However - my son does have mild hemiplegia. We have done so many therapies with him up until now that have really reduced the impact of his hemiplegia on his physical abilities. I fought to get him a statement, mainly because we have no local school and I wanted to choose a school that would look after him, rather than be shipped out to our neighbouring borough to a rubbish school.

But I always felt, and now more than ever do feel that he is very self sufficient. I reckon he needs a bit of help (but not a lot) with dressing and undressing. He'll be fine in the playground (won't be able to do difficult climbing equipment - but that's not a problem. He knows how to be safe, and what to try and what not to).

The same applies to gym and sports (if the teacher knows how to help him, that is enough). We already do gym, ballet and swimming after nursery and he is fine without an assistant there.

And in class I think his main difficulties would be with making/building things. And how often do children need to do things like this? Or am I being naive?

I suppose there will be little things here and there and everywhere that he'll find difficult. But usually he finds a way around things and I know that he's more resourceful when not helped - otherwise he'll let other people do things for him.

Should I still call the statement people, I don't know. I don't want him to miss out on help - and don't want him to be short changed. But could I wait until he starts - see how he gets on and then if there is a problem push for a TA after this? I would rather do this. But maybe things won't work like that ...

Nicola.

hiya

It doesnt sound pathetic at all!.....whilst the statement is important, I can see your point, you need to try and keep school on your side too, its a very fine balancing act I know!. If you are more comfortable waiting and seeing how things go, go for it. My advice would be keep a diary and log anything you feel worthy of note good or bad. At some point in his first year you will have an annual review (this happens every year with a statement, basically a meeting between you and school and council, everyone airs there views, shows targets met and new targets made to ensure progress is being made etc) if you have any concerns or feel that more could be done to help, the annual review is a good time to bring it up and ask its taken note of, as the meeting has to be minuted!. you can also request at the review that the council make amendments if you feel they are needed. It may even give you a little more to fight with if you have a diary of everything as proof, if you need it.

it will show you aint being an over anxious mum , and not a difficult parent, just one who wishes her son to do well and be able to access things to the best of his ability. Hope he enjoys school

[mcgowan]

Hi again, You are not pathetic. I dont know if you are aware that the school will be getting paid for this extra support. Your son will probably need help with his learning and also his fine motor skills. Handwriting etc. He may need extra support with his cognitive learning. I would try to get this sorted before your son starts school. You dont have to come across as being pushy, but you can say that you thought that the additional 20 hrs per week was 20 hrs one to one support. I would give the LEA a ring and ask their advise. They will work with you and wont contact the school if you dont want them to. If you do want them to contact the school, and this is the way I would do it, they will speak to the school diplomatically. They are very keen on building good relationships between school and parents. Good luck with it all. Dont ever be afraid to ask for all that your son needs, as he cant do it for himself. I strongly believe that if the help is given now, he will be a much more productive, happy and confident person later on. I must also add that it is not the TAs job to do anything for your son but to encourage and show him how to do things for himself, also they are there to adapt the curriculum in order for your son to be able to access it the same as the other children in the class. With one to one support your son will be able to be much more fully included in the class room. The TA will also work with other small groups of children whilst including your child.
Good luck with it all.
Paula

[N+J]

Hello Jane and Paula,

Thank you for your replies. I feel a bit torn as to what to do.

I know what you mean Paula about the TA's role and the way they should go about things. However, I have taught in schools (I did a teacher training course, just before my son was born) and have seen one to one TA's. Many of them just did the work for the children and the children were not left with much to do themselves. I would hope not all TAs were like this. But how would I know? Especially as my son never tells me anything at all about nursery/school.

I'll contact the LA people who wrote the statement, I think, and just ask them what he is entitled to - tomorrow. And then I'll post again if I need any more advice.

Thank you,

Nicola.

[Jane72]

N+J, on 06 July 2011 - 08:23 PM, said:

Hello Jane and Paula,

Thank you for your replies. I feel a bit torn as to what to do.

I know what you mean Paula about the TA's role and the way they should go about things. However, I have taught in schools (I did a teacher training course, just before my son was born) and have seen one to one TA's. Many of them just did the work for the children and the children were not left with much to do themselves. I would hope not all TAs were like this. But how would I know? Especially as my son never tells me anything at all about nursery/school.

I'll contact the LA people who wrote the statement, I think, and just ask them what he is entitled to - tomorrow. And then I'll post again if I need any more advice.

Thank you,

Nicola.

Hi nicola


if only it was a clear cut case of what kids were entittled too......normally the LA's will try and say the mininium to reduce cost. unfortunately everything they provide comes down to money, and we all know how they like to make cuts!. I have found with my son, that to get anything specified and quanified I have to fight, and provide proof, like paeds reports etc or indeed reports from school showing he needs more help. for instance, if they worded TA help like ' help from a TA will be provided as needed' opposed to ' a TA will provide at least 20 hours of 1-1 help per week' you could find the first way nothing would be provided, as its very much down to interpretation.......quanification is everything in the statemnent game. you will learn to be an advocat, a legal expert, amongst many other things...just to get a fair deal for your son. sorry to paint such a dredful picture, of course you will have many victories and acheivements to celebrate too.......education can be a very rocky journey with lots of ups n down.......

I just let it wash over me now, and take one step at a time, if I didnt I would have gone nuts over the years.......

hope you get on ok.......

[N+J]

Hello Jane,

Thank you for all your advice. It is very encouraging to hear from someone who really knows what I am talking about.

I hope you don't mind my asking (if you do, don't answer) - but having hemiplegia yourself (I presume you didn't have a TA - as I'm not sure schools had them when we were younger) - but if you did, or didn't - what would you have liked help with/ or what did you have help with?

I am having difficulties imagining what Samuel might need help with. Before he went to nursery I thought it would be everything, but he has proved to me in his year there that he can manage very well on his own.

He has even learned in recent weeks to put his shoes on by himself, with ease and quickly - all with one hand, but he gets them on fine.

Because school is so much about learning to read and numbers etc - I am sure Samuel will be fine with these things.

He'll be slower and more awkward with a tray at lunchtime and with getting dressed and undressed etc - but without help he'll improve, I know.

I wouldn't want someone there to do it for him. And he would get annoyed by them too, he likes to be left alone and independent.

My question really is what sort of things did you need help with at school? - again I hope you don't mind me asking.

Thank you,

Nicola.