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When do you push for a Statement for a child?

Discussion in 'Primary' started by anon4582, Feb 2, 2011.

  1. What's the process for getting a child statemented? My understanding is that there are various options and its a battle, but do you need 100% support from the SENCO to achieve it?
     
  2. Middlemarch

    Middlemarch Star commenter

    Why do you think the child 'needs' a statement and what do you think the statement will do for the child?
     
  3. and why do you think your senco might disagree?
     
  4. greenpaddy

    greenpaddy New commenter

    Levels being achieved will also be looked at. I had 2 children last year with dyspraxia and were not achieving in writing - even with a laptop and one with language impairment in his own language as well as in English and as he was achieving a 1A in his writing / comprehension / numeracy we just got recommendations - which we were already using and more!! Child now halfway through Year 5 and still in the same boat.
     
  5. Msz

    Msz Established commenter

    You need evidence (lots of it) to show what you have done to meet the child's needs and the effect of the interventions over a period of time.
     
  6. Msz

    Msz Established commenter

    I assume he has a formal diagnosis and EP involvement?
    What measures have you taken to accommodate his problems? workstation? attention timers? chunking tasks ?
     
  7. Yes. Still on the waiting list for the OT re: sensory issues, some comprehension difficulty but SLT also pending! His IEP is currently Action+ although his assessments show him achieving within the limits.
    Moving him around the class so that it keeps him motivated, working with different children - this worked for a while. Although concerns were raised by outside help on whether this would affect issues with routine and not knowing, but this didn't appear to affect him.
    Sand timers etc to motivate him and speed him up - racing to complete a task before it ran out. This worked for a few days.
    Creating a puzzle with a picture from his interests, giving him a piece when he completed a task. Once completed this gave a reward of free-time. Again for a few days this worked.
    A seperate work station hasn't been set-up, detailed listing of tasks start/finish times haven't been introduced. He's 6, would this work for this age? We're learning as we go along at the moment. [​IMG]
     
  8. Hi Jelly - I have posted a reply to your thread on SEN but have just read this too.
    Regarding the separate work station - the Choosing Baskets I mention in the other thread are set up in a workstation. The child I mention loves Dr Who so the teacher has decorated and refers to it as "The Tardis" so he enjoys going there and it's not seen negatively. Surprisingly, it has worked better than the CT and parents thought it would. Going there is associated with reward.
     
  9. are you an infant school or a jmi?
     
  10. Requirement for a statement will be judged by a local panel and (as has been said) you need LOTS of evidence. In general, you must show most of the following:
    - at School Action Plus the child is making little or no progress (academically and/or behaviorally/emotionally)
    - the school has at least 2 IEP reviews at School Action Plus
    - the child is significantly behind in academic attainment (75% or below of chronological age)
    - the school has involved all relevant agencies at School Action Plus and followed all advice
    Agreeement of school, parent and agencies is also very important.
    The statutory assessment process is hard work and it's a real waste of time to put a case together and fail at panel because the evidence is lacking.
    However, the school needs to be careful when considering applying for a statement. There is a 'new breed' of statement- the 'unresourced statement' which makles legal requirements of the school under the Education Act but provides no funding.

     
  11. Oh, I like that idea [​IMG] - that might work.
    Thank you [​IMG]
     
  12. [​IMG]
    A lot required then; the above in particular surprised me. I have a meeting scheduled next week to run through the Statementing process etc. Thanks for that [​IMG]
     
  13. Msz

    Msz Established commenter

    record everything and the impact it has on him
    I've used workstations with 6 year olds during independent work successfully - basically a drawer box with top drawer literacy work, next drawer numeracy work, bottom drawer topic work.

     
  14. Middlemarch

    Middlemarch Star commenter

    This is absolutely spot on and should be used as a 'checklist' by anyone thinking of applying for a statement for child. The days when a statement automatically led to any resourcing for 'one to one' support for a child are long gone.
     
  15. If a Statement isn't going to be awarded quickly - how much should be adjusted for a child? Is that dependent on the school and resource available?
     
  16. The law is pretty vague on this one! If the child's issue could be deemed a disability (and they usually can as there is no need for a diagnosis or disability status, Disability Discimination Act defines a disability along the lines of 'must significantly affect daily life'- but check the actual definition in the act), the school must legally make 'reasonable adjustments'- no definition as to what these might be.
    BUT the provision must not be to the detriment of other children according to the Education Acts (and this includes financially) or compromise their health and safety- Children's Act or compromise the health and safety of staff- H&S at work Act. You will have some SEN funding though and it can be argued that the school does have the resources to put some additional support in, but it will be limited.
    Make sure you have regular contact with other agencies at SA+ and follow their advice- they will tell you what they think reasonable adjustments are- you may not agree but must be able to make a very strong case for not following advice; complete a pupil risk assessment if the child is a danger to him/herself or others (ask for help from LA H&S with this) and record everything you do in respect of the child. Make it clear to the LA if the child is 'at risk' of permanent exclusion and ensure you involve your Behaviour Support Services and Ed Psych is you have access.
    If the situation is REALY serious, you might consider contacting Statutory Advice and Assessment and asking if there are any possible emergency funding streams until the statement process is completed. It's unlikely that they'll have one in this financial climate BUT you can record that you have requested it in your evidence.
    Inform the parent that they have threright to make an application for a statement (rather than the school). If they wish to do this, link them up with the local Parent Partnership person who will guide them through the process.
    If the issue could have a medical diagnosis- ADHD, ASD/Autism, Developmental Delay, inform the parents that the GP can refer for relevant assessments/screening and possible diagnosis- this could help the statement process.
    Make sure by the time it gets to panel you have everything well-evidenced. Members of the panel won't be impressed and it won't enhance the reputation of your school if your evidence base is shoddy AND it will delay the process as you will have to go back to gather evidence and then wait for a place at the next panel- often held monthly (ish).
     
  17. Thank you MrsC, you're a [*]
    Diagnosis has already been received (HFA, ADD and Sensory) although various elements are pending further reviews.
    How much information should be going into the IEP? At the moment it is basic, no great detail. Should we be requesting the Psych report and trying to implement as much as possible into the IEP?
    How often should the IEP be reviewed in order to put in a good case to the board? Should teachers attend the reviews as well or just SENCO? [​IMG]
     
  18. star [*]
     
  19. Torey

    Torey Occasional commenter

    Have you been in touch with Parent Partnership? They can support you through this.
     

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