So... Tsunami's Annual Review today (couldn't leave it much later in the term could they!)
It very quickly became apparent that his Class teacher has never read his EHCP and has no understanding of the root of his issues whatsoever. Sigh.
Just after school saying people are actually beginning to matter to him and he has started to develop some relationships with one or two staff and a couple of peers... I ask about classes/staff for next year ... oh we can't say yet, we haven't got it all finalised - so, with 4 days left at school we still don't know who his class teacher will be, who the extra LSAs in class will be or even if the 2 children he has started to make friends with will be in his class. Give me strength! (And yes, it does state very clearly in his EHCP that he should have extended notice of staff changes and time to get to know new people).
That is crazy Leo. Surely it is a basic for the class teacher to have context around behaviours. It is so disheartening too, when school does not realise the value (necessity) of supported transition not just between schools but between school years. Can you at least make sure the school insists that the new class teacher reads Tsunami's EHCP? And as moo says, get this backed up by an email/call to the school from SS?
Grrrrr, why is it always such a struggle to get school to even get the basics done.... xx
It is truly bonkers. He is in an SEN school with only around 10 others in his class.
I fought to tribunal to gain specialist support for the school from our therapy providers - but this entire academic year they have delayed and avoided this support and free training.
It feels as if somehow something in the school has 'broken' this year. There are no other options for us and in so many ways it is the perfect school for him. He has a lovely one to one LSA who does now really 'get it' but she isn't empowered to make decisions that would improve his experience of school - and thereby his behaviour.