Re: OT Ed Psyche ....school accountability

[Guest guest]

Look up Annual Review in the Code of Practice. There is a list of

paperwork that you should see before the review with sufficient time to

comment and circulate papers -- the Code suggests two weeks I think. If

you don't get the papers cancel the review and write to the head, the

chair of governors and the lea explaining why. Keep cancelling until you

get the paper work before hand. They will see that you are building

evidence to go back to Tribunal and maybe concentrate a little. You

should see and set targets which should be countersigned and agreed by

the child, the parent, the class teacher and the Head. Then you should

monitor progress etc etc.

Sally

Armstrong wrote:

> I soooo agree about the lack of accountability - we battle with this

> everyday. We never even get to see our child's work except safely

> after the Annual Review - despite numerous requests before every

> parents evening (and in between). We just get a wall of silence.

> And how does one enforce a Statement? not the main therapeutic

> provision but eg the daily perceptual programmes (SEN teachers seem so

> unaware of these issues in our sch) and how in an ordinary special

> school - not an expensive independent - do you get them to do joined

> up working with therapists? Our special school just dosen't seem to

> recognise or tolerate parental advocacy either. Once you no longer

> have a lawyer at your side they pay no attention at all. Its just like

> being back in mainstream but without any expectations...

>

> */evingtonparks /* wrote:

>

> Vicky, I agree with Sally. The key is proper differentation and high

> expectations. Problem that SEN children have is that their statement

> is vaguely worded and therefore the delivery of education does not

> meet the childs needs. Words like these will usually appear on

> statements 'highly differentiated' 'access to special

> resources' 'curriculum modified'. GRRRRR! You dont mind if I get

> angry but am furious for you. These words sounds great but the

> delivery of the education in Part 3 should be detailed enough to go

> as far as naming the education resources to meet educational needs.

> The ed psyc should be forced to name them and ask the school what

> resources they are using also. Fact SEN schools come with a a major

> problem .....EXPECTATION. Teachers have low expectations for pupils,

> the resources dont meet the childs needs and THE DELIVERY OF

> EDUCATION IS NOT INTENSIVE, STRUCTURED AND INDIVIDUALISED for the

> child and bottom line is the school doesn't feel accountable. Vicky

> making no progress in inexcusable whether your child goes to school

> full time or part-time. Statements have to be very tight nowdays

> which makes easy work for solicitors but damn expensive bringing

> LEA's to tribunal with detailed Ind reports. Unfortunately LEA Ed

> Psyche reports are not detailed enough.

>

> Venting over! (not at you Vicky but to support you)

>

> Bridget

>

>

> > >

> > > Sally he will be 13 in Feb, he was kept a yr behind all through

> > > primary and went to secondary in Sept part time. He should be in

> what

> > > we knew as the 2nd yr secondary but is actually in the 1st.

> > > The Ed Psche report was done for his transition and ranked him

> 4th

> > > centile overall.

> > > He appears to have significant LD's and in the report he said his

> > > curriculum should be modified. I thought as they are not doing

> that in

> > > mainstream then we had an inroad to special school, but he now

> says

> > > having a helper sitting next to him would be modifying!

> > > The bottom line is he has been in school since he was 5yrs old

> and has

> > > not learnt a thing, now they are trying to say it's because he

> only

> > > comes in to school part time, but this is only recent, all

> primary was

> > > full time.

> > > I am under no illusion as to what he can achieve, but I do know

> he can

> > > be taught the basics, numerate and literate but it will be full

> on

> > > special ed if this is to be achieved, sitting in a regular

> mainstream

> > > class with some woman off the school gates when she turns up will

> > > achieve nothing.

> > > I have the distinct impression that school are not fussed if he

> is

> > > there or not as they are a pretty high ranked mainstream school,

> > > probably more concerned with league tables than SEN.

> > > Thanks

> > > Vicky

> > >

> > >

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>

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[Guest guest]

Vicky it is for the LEA to ensure that the provision specified is

met, they have legal obligation to ensure that provision is made. If

it is not, then enforcement is against the LEA via Judicial Review in

the High Court. And legal aid is available in the name of the child

for such actions, i.e legal services would be funded.

Tribunals only look at 3 issues, refusal to assess, wording of the

statement, and name of placment. They do not look at whether the

provison listed in the statement is being provided.

LEAs hate JRs, have taken JR action against Camden more than once! In

their case for not making funds available to his earlier home

programme.

Celia

-- In Autism-Biomedical-Europe , MaddiganV@... wrote:

>

> I suppose the only way to enforce a statement is through Tribunal,

but I

> would never go to tribunal for anything within a current school.

Probably just

> me, but once we have reached tribunal stage then the

parent/teacher

> relationship is well and truly over, for me there is no way back.

>