I thought I would explain the reason behind taking Arran out of school. We have come a long way. This is an extract from a home education diary that we keep. This was of course three years ago now but I thought it might help anyone thinking of taking the same steps. Home education is a learning curve for everyone but well worth the effort
2008
Arran ’s progress in mainstream school has been woeful. His complex sensory integration problems were acknowledged as such by his teachers, occupational therapist, educational psychologist, school doctor and Local Education Authority (LEA). The LEA and school between them had provided programmes of support under his Statement of Special Educational Needs, mainly delivered by competent and experienced Learning Support Assistants in a corridor at school. His School Arran (and others) who are particularly distractible through no fault of their own does not exist.
We were unimpressed by the lack of subsequent contact by the LEA. Notwithstanding the fact that the country grinds to a halt from early December, we had hoped for some indication of urgency. By late January we had made our minds up. Arran would leave school. We advised his head teacher both verbally and in writing. He was sympathetic and supportive especially as Arran was being bullied now as well. Arran was really depressed and often begged not to go.
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| Arran and Hollie taken in May this year on his 13th Birthday. A happy home educated child. |
2008
At the start of Year 5, in September 2007, he brought his spellings home. They were exactly the same as those he brought home at the start of Year 4, and, since they were at Year 1 level it is likely that they were the same ones as those given to him at the start of Years 3 and 2 although we didn’t check. They had been set by his teacher who had also been his teacher in Year 4. There was therefore continuity of assessment here - she had noted no progress in this area over an entire year. We had been concerned at his lack of progress anyway and this was a stark demonstration of his progress in spelling. He was also totally miserable, being easily intelligent enough to appreciate the wide gulf between himself and his peers. We pointed this out at his routine termly meeting and requested that the annual statement review be brought forward. This was held on 14th November 2007. Arran produced some excellent writing for this. Unfortunately we spoiled things by drily pointing out that it was a pity he couldn’t read any of it back. We requested (again) provision of teaching by a specialist in dyslexia for a short period each week. The LEA said they would consider this and get back to us.
On 29th January 2008 Jacqui received a phone call from the LEA advising us that Arran was going to be put on “another programme.” Her joy was not exactly unconfined at the news. Without waiting to find out what this programme was, she told the caller that Arran would soon be out of school. We confirmed this in writing soon afterwards and a predictable exchange of letters ensued. February half term marked the end of Arran ’s schooldays, although he remained on the register until the start of the following half term. And so here we are. Teachers!
2 comments:
I don't blame you for home ed. My Godmother did it with her kids and she was a primary school teacher herself!
My partner is a primary school teacher. He left a permanent role to go into supply teaching as the permanent roles had become so entrenched in meaningless paperwork, form-filling that helped neither teacher nor pupils. There's now so much micro-management that the traditional role of the primary school teacher changed beyond recognition. At the same time, lack of specialist staff means pupils that need extra support either don't get any at all, or get a bare minimum just enough to be frustrating.
Meanwhile pupils who don't really NEED extra support but whose behaviour is appalling get extra attention in an attempt to 'manage' the classroom. Powers to punish or even correct them have been taken away. For example, if one child is talking non stop, instead of telling her to be quiet, the teachers are told to praise another child who isn't talking. On his training, my partner was told 'there is no such thing as a naughty child'!
AArrgh sorry I am waffling!!!
Anyway it all means there is less and less time spent on children who need support. Also, those at the top of the class don't get pushed or stretched like they should.
EVERY class should have a teaching assistant, full time. Usually you get two in the whole school and the classes share them, so you get one for a couple of hours, that's it.
I really do agree with you Helena.
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