SEN child not responsible for their actions

DoubleDoors

surreysaver wrote: »

My DD has SEN. Had to do PE in her bra and knickers for not having her PE kit. Should she be excluded from everything else as well?

I haven't heard of this happening since about the 1980s! It was always a threat, but I never saw it followed through, ie. girls actually doing PE in their underwear.

I would have copped a detention rather than jog about in my undies if it were me.

surreysaver

...............

Comms69

maman wrote: »

Thank goodness the OP is mature enough to go through the correct channels and hopefully ignore your 'advice'.

It's correct that fewer and fewer 'statements' are being issued and many children kept in mainstream education when they need a special placement. It's done in the name of inclusion but the money doesn't follow the pupil. Special schools are double funded so have really small classes and heaps of adults.

I think the school concerned will welcome OP'S intervention. It will give leverage to making proper provision for the child. In my experience Primary schools, particularly at the lower end are treated unfairly. They have to do all they can to divert resources, get assessments, reports, evidence etc together while other pupils suffer then eventually the child is excluded and is found alternative provision. Often it can take up to 7 years to get to this point.

Hopefully OP's intervention will help speed up the process.

I wasn’t giving advice, I was stating what the would do IF official channels failed....

mary_hinge

I have a child with SEN, he has autism, disordered speech development and additonal learning difficulties, He attends a mainstream school with a EHCP that provides funding for a LSA to support him for the full time he is in school.

I find some of the attitudes on this thread really offensive, of course there should be consequences for challenging behaviours and children should be protected from harm BUT we do not know what SEN this child has..... Some disabilities do render children unresponsible for their actions. If school are working on "class exchange" then it is very likely that other punishments will have no impact on this child. If a child does not have the ability to recognise right from wrong in their actions then punishments will have no positive effects.

It is saddening, but SEN children are often placed in school settings with out the support in place to meet their needs or even in the right setting! The schools have to try and almost "fail" to meet the childs needs first in order to get them allocated a provision that does. The system is floored vastly and it can be a very long battle to get the right support for a child. These incidends will be logged and used to build a file of evidence to show this child needs support and funding or it will be used to show the setting is unsuitable.

The school have a responisibilty to all the children in it's care but when budgets are being slashed to the bone and there are no availible man hours or spare staff how can they support this child 1:1? In my sons school it has been known that funded children with LSA hours, where possible, will often "share" with those awaiting assessments/EHCP on a 2:1 basis. I think you need to put pressure on the school to ensure they are supervising this child appropriately for everyones safety...... awaiting news of a ECHP and funding is not an acceptable reason to not provide support. They have a duty of care to meet these childrens needs what ever they maybe.

I know OP it is difficult and upsetting for you to see your child hurt and injuried, on the flip side, (as a parent with a child that a few years ago could of been the child you wrote about ) I was equally devastated to hear that my child would hurt others.

theoretica

The thing that gets me most about this is the shortsightedness. At present this is a child lashing out. From the description there isn't much being done to help them not to grow into an adult who assaults people. Punishment may very likely not be the right way to go about it, but it seems more important for their future than just about anything else they might learn in school before they are left to the mercies of adult services.

pollyanna_26

mary_hinge wrote: »

I have a child with SEN, he has autism, disordered speech development and additonal learning difficulties, He attends a mainstream school with a EHCP that provides funding for a LSA to support him for the full time he is in school.

I find some of the attitudes on this thread really offensive, of course there should be consequences for challenging behaviours and children should be protected from harm BUT we do not know what SEN this child has..... Some disabilities do render children unresponsible for their actions. If school are working on "class exchange" then it is very likely that other punishments will have no impact on this child. If a child does not have the ability to recognise right from wrong in their actions then punishments will have no positive effects.

It is saddening, but SEN children are often placed in school settings with out the support in place to meet their needs or even in the right setting! The schools have to try and almost "fail" to meet the childs needs first in order to get them allocated a provision that does. The system is floored vastly and it can be a very long battle to get the right support for a child. These incidends will be logged and used to build a file of evidence to show this child needs support and funding or it will be used to show the setting is unsuitable.

The school have a responisibilty to all the children in it's care but when budgets are being slashed to the bone and there are no availible man hours or spare staff how can they support this child 1:1? In my sons school it has been known that funded children with LSA hours, where possible, will often "share" with those awaiting assessments/EHCP on a 2:1 basis. I think you need to put pressure on the school to ensure they are supervising this child appropriately for everyones safety...... awaiting news of a ECHP and funding is not an acceptable reason to not provide support. They have a duty of care to meet these childrens needs what ever they maybe.

I know OP it is difficult and upsetting for you to see your child hurt and injuried, on the flip side, (as a parent with a child that a few years ago could of been the child you wrote about ) I was equally devastated to hear that my child would hurt others.

This is a clear post summing up the reality of the failures in the system now . The child needs proper help and pupils and staff need protection . Agree strongly with your post and the school needs to step up but explain that to those further up the chain that become involved and they will advise waiting , waiting and waiting some more . I suspect my daughter is about to look for something else to do after 20 years trying to safeguard all the children in her care and that will be down to the fact that the system is totally flawed now .
It will break her heart but she's worn down banging her head against a brick wall .
polly

Zeni

Just to add, you say they are a new child - there could be a good chance the school has not received a lot on the child re paperwork from old school and if they have started after the year has begun they may not have anticipated/funded for needing extra supervision for that child if they weren't aware.It seems like they are going down that road with EHCP etc so they clearly realise there is an issue to be addressed and you said they are hoping to get a 1:1. I know its frustrating but trust me (from a teacher point of view here) they will be feeling that frustration too and be trying to sort it all out. Just keep a dialogue with the school raising your concerns.

GwylimT

Zeni wrote: »

Just to add, you say they are a new child - there could be a good chance the school has not received a lot on the child re paperwork from old school and if they have started after the year has begun they may not have anticipated/funded for needing extra supervision for that child if they weren't aware.It seems like they are going down that road with EHCP etc so they clearly realise there is an issue to be addressed and you said they are hoping to get a 1:1. I know its frustrating but trust me (from a teacher point of view here) they will be feeling that frustration too and be trying to sort it all out. Just keep a dialogue with the school raising your concerns.

I hadn't picked up on the new pupil information, this makes it a longer process as you need six months of evidence, so hopefully previous school have intervened well and evidenced all of this.

GwylimT

DoubleDoors wrote: »

No need to get shirty

Just saying you no longer live here, so your experiences may be a little out of date. How is he adapting to life in Sweden, are you getting adequate care for him over there?

Hope your wife's settling in ok, too, as she was treated so badly here you decided to emigrate.

SEND hasn't changed in the slightest in the last four months, unless you consider the slightly different P8 form a significant change, you now put the date on page two rather than one.

Marvel1

If I had a child, I would teach them not to start it but not be a punchbag and take it.