SEN Support: Schools should recognise that SEND causes behaviour problems, not blame behaviour on poor parenting SEN Support: Parent involvement in support is not consistent child’s across schools and year groups, and should be encouraged SEN Support: School staff need to concerns and recognise parents’ talk to them as equals and be honest. SEN Support: Dyslexia guidance has been developed as part of the SEN Support: Dyslexia Guidance Local Offer but uses the Rose definition of not responding to developed 2015/16 by LA with some interventions, and often interpreted as having to be at least 2 input from parents. Workshops held for years behind peers to have any chance of being identified as dyslexic. parents (and SENCOs/schools). Also fails to recognise that 95% plus of children with dyslexia, with high However, not very dyslexia friendly as quality teaching, do learn to read but are still dyslexic and may not have to download 98 page pdf with both understand why they are struggling as they are not identified as guidance and research. dyslexic. Assessment and acknowledgement of problems when a child is unable to attend school because of MH problems is not being dealt with quickly enough. Often approach is to threaten parent with legal action rather than support the child/YP Please tell us how well you think your child/young person's needs have been identified by : Education Very well 18%, Quite well 33% Not very well 47%, N/A 2% – Health Very well 17%, Quite well 35%, Not very well 31% N/A 17% – Social Care Very Well 9%, Quite well 22%, Not very well 26%, N/A – 44%
SEN Support: Schools should recognise that SEND causes behaviour problems, not blame behaviour on poor parenting SEN Support: Parent involvement in child’s support is not consistent across schools and year groups, and should be encouraged SEN Support: School staff need to recognise parents’ concerns and talk to them as equals and be honest. SEN Support: Dyslexia guidance has been developed as part of the Local Offer but uses the Rose definition of not responding to interventions, and often interpreted as having to be at least 2 years behind peers to have any chance of being identified as dyslexic. Also fails to recognise that 95% plus of children with dyslexia, with high quality teaching, do learn to read but are still dyslexic and may not understand why they are struggling as they are not identified as dyslexic. Assessment and acknowledgement of problems when a child is unable to attend school because of MH problems is not being dealt with quickly enough. Often approach is to threaten parent with legal action rather than support the child/YP Please tell us how well you think your child/young person's needs have been identified by : Education – Very well 18%, Quite well 33% Not very well 47%, N/A 2% Health – Very well 17%, Quite well 35%, Not very well 31% N/A 17% Social Care – Very Well 9%, Quite well 22%, Not very well 26%, N/A 44% SEN Support: Dyslexia Guidance developed 2015/16 by LA with some input from parents. Workshops held for parents (and SENCOs/schools). However, not very dyslexia friendly as have to download 98 page pdf with both guidance and research.
Pinpoint-Response-20Mar17-1.docx