DS in yr 5 at present. no named school in Part 4 on statement, we were sent a list of independent special school and non maintained special schools and no local ones - no sure what that means. can we name a grammar school or a comp.
is this indirectly saying that the LEA thinks a special school is better for my DS.
The school is not named on a proposed Statement, but left blank so that the LA does not pre-empt the parents' right to state a preference for a maintained school or to make representations for a non-maintained independent or special school. The proposed Statement is always accompanied by lists of different types of schools and this certainly does not mean that the LA thinks that a special school is more appropriate. The LA has a duty to educate in a mainstream school where parents wish it as long as it is not "incompatible with the provision of efficient education for other children". The LA must name the maintained school the parents prefer unless:
- the school is unsuitable for the child's age, ability and aptitude and the special educational needs as set out in part 2 of the Statement
- the child's attendance is incompatible with the efficient education of other children in the school or the efficient use of the LA's resources.
When it comes to independent and non-maintained special schools, parents have no right to "state a preference" but may "make representations" and the LA does not have a qualified duty to comply as it does with maintained mainstream schools.
Basically the starting point for the LA will be whether there is suitable provision within the maintained sector. They will only name a school outside of it if the child's needs cannot be met within these resources.
You can certainly name a Grammar or a comprehensive, but your child will need to pass the tests for the Grammar in the same way as any other child (though it is possible that "reasonable adjustments" could be made to the testing situation for them).
- access to structured intervention to help him develop his social communication skills in class, including access to suppot from a teaching assistant.
This is horribly vague! Provision should be quantified and specified. WHAT structured intervention; WHAT support (one to one? in a group?) For HOW LONG? and HOW OFTEN?
- a suitable differentaited curriculum that takes into account his social communication needs, with emphasis on the visual presentation of materials esp thro the use of picture based activities.
And who is going to help the teachers interpret this and incorporate it into their class teaching...?
- access to a social skills group
Which group, how often, for how long, how is progress to be measured, what improvements are expected from it?
- access to an area free of distractions for the completion of some activities
Which activities, how often, how long for?
- access to anxiety management stragegies supported by a teaching assitant
What strategies, how often, when?
- strategies to develop self estemm and positive self image
Delivered by whom, how often, when, for how long..?
- intervention to develop his concentration skills including breaking down into managable targets
What is going to be broken down, by whom, what other intervention?
- access to prog to develop his fine motor skills
Delivered by whom, where, how often and for how long?
help in developing independent working skills with particular regard to work organisation with access to help from a teaching assistant.
Access when, for how long and on what basis?
You get the picture. When things are left as vague as this it is very difficult to know exactly what help your child will be getting and also difficult to challenge if you feel the help is insufficient or not appropriate enough.
You can ask for a meeting with the Education Officer to discuss any aspects of the proposed Statement before it is finalised.