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Indirect exclusion/discrimination

NAS6817

I was wondering whether anyone has had any experience of issuing a formal complaint about a head teacher in a mainstream school to the governors, LEA and/or OFSTED?

Our 5 year old who was diagnosed with autism last summer (aged 4 and a half) and started mainstream infant school in September.  On his first day at school the head teacher summoned my husband and I to see her at 8 a.m. the following morning and proceeded to say that she thought he ought be educated in special school - this was a complete and utter shock to both of us as he had managed very well for 3 years at a mainstream, busy nursery despite being non verbal.  She went on to list various issues that had occurred that first day ranging from the dangerous (trying to get out of the door and putting things in his mouth) to the mundane (he wanted to take his shoes off when inside as that's what all the children had to do at his mainstream nursery). She went on and on about health and safety but didn't seem to appreciate that the fact she had failed to stagger an intake of nearly 90 new pupils on the first day or the unfortunate accident involving a staff member of the Foundation Unit which required the calling of paramedics might have had anything to do with a stressful first day back at school for all concerned.  Instead she blamed a 4 and a half year old boy.

Despite some valiant efforts by his class teacher, the school SENCO, the CSA's who work with our son under the Statement which was implemented in January and some of the external professionals who advise on the IEP and his progress generally, the head teacher has continued her efforts at indirect exclusion which culminated in her today having persuaded some of the external professionals that there is nowhere in school for our son to have his quiet one-to-one time except the library and he can't go on using the library indefinitely because the other children need to use the library.  She chose to ignore our comments about the fact that our son goes into the playground at breaktime and a sensory outside area for breaks in between his work at the one-to-one station ie there are plenty of opportunities for other children to use the library. 

She has ignored our letter of last December when we raised our concerns about her attitude to special needs (ie in direct opposition to the policy of inclusion), she refuses to allow our own SALT into school to observe him in school and make suggestions to the staff regarding speech, language and communication and basically adopts the "I know best and I don't have to listen to anything I don't want to" approach.  Having shown herself up at the last IEP in February when she acted like a petulant child who would not even look at my husband and I when we spoke to her, she has continued with her relentless efforts to force our son out of the school.

We are now at the point where we cannot keep our son at the school much longer.  Effectively, the head teacher has driven our son out after months of behind the scenes scheming and putting up as many obstacles as she can possibly think of.

Our son has never demonstrated any particular anxiety about going to school.  The general day to day reports have been largely good and his class teacher is a very positive individual.  Having said that, he is completely non verbal and his behavour/anxiety/stimming have noticeably regressed over the time he has been at school which has been heart-breaking for us.  My husband was shown his work station today which was in the most confined, oppresive, claustrophobic area you can imagine - hardly conducive to learning.

My question is whether it is worth making, in my view, a necessary complaint to the governors about her appalling conduct.  My husband thinks they're all in each other's pockets and won't do anything which is probably right.  Also we have decided to remove him at the end of term so the cynic/realist might say, "why bother"?  My view is that we have a duty to report people like the head teacher for the sake of not only our children but other special needs children who may have the misfortune of encountering the hideous old bag and others like her!  All comments gratefully received.

Parents

  • Hi LaSpooney,

    I really sympathize with your current situation especially as you have obviously spent alot of time previously weighing up all the options.

    You have quite rightly identified a clear case of incompetency. The head teacher has clearly not behaved in a professional manner. Any educator who blaitantly shouts that inclusion has no place in a modern school is clearly out of touch. 

    When you do start your complaints process longmans important point about the school accepting your child initially could be key. The schools senior public representative (head teacher) failed in effect to provide what the school had agreed to provide i.e. adequate supported education for your child.

    I would agree that something does need to be done if only to prevent reoccurance with someone else. Longmans advice in this area seems very logical.

    It really is a lottery finding the right school for your child and I have spoke to others in the past who have experienced similar problems with mainstream education to yourself (albeit not quite as extreme).

    That special needs school you mention does not sound ideal and unfortunately their just aren't enough good special units about.  Those that do exist have lengthy waiting lists. Same old story: Lack of funding, lack of good provision.

    We are lucky in that we do have a good local school with an excellent special unit. Take heart and know that good provision is out there although it isn't always easy to find. You probably have a good idea what you expect from a good school but i've described our sons unit below if this is any help.

    The unit classroom is bright and packed with learners creative work.

    One wall has been specifically set up as a sensory wall to stimulate the children.

    The 'chill out' room is pleasant and safe with large cushions scattered about. You are understandably concerned with the idea of a segragated room but in my experience the children welcome the opportunity to occassionally blow off some steam in isolation and when used alongside a good behaviour management strategy (teacher calmly talking through what has occurred with the child) leads to long term social benefits.

    Staff maintain a written diary to record progress along with any behaviour issues and this is sent home to parents daily where written input is encouraged from parents and acted upon if appropriate.

    Staff show a real interest in the children and have a good understanding of ASD and individuals (important) needs. They also recognise and nuture the aspirations and strengths ASD kids often possess.

    The focus is on building on the strengths of the children whilst providing appropriate support. As a result the children become more confident and happy  making regular progress. As an example our son enjoys reading (books are one of his special interests and our home has more books than the local library). To build on his interest and joy of reading part of each school day is set aside for him to read to the class. This builds his social confidence and develops his reading.

    Schools that tend not to provide adequate ASD provision generally just don't understand the condition and as a consequence don't see the potential in many ASD kids.

    I am sure that if you persist you will find an option that fits your family best and it is encouraging that you still have a number of possibilities to look at.

    Best of luck and stay strong

Reply

  • Hi LaSpooney,

    I really sympathize with your current situation especially as you have obviously spent alot of time previously weighing up all the options.

    You have quite rightly identified a clear case of incompetency. The head teacher has clearly not behaved in a professional manner. Any educator who blaitantly shouts that inclusion has no place in a modern school is clearly out of touch. 

    When you do start your complaints process longmans important point about the school accepting your child initially could be key. The schools senior public representative (head teacher) failed in effect to provide what the school had agreed to provide i.e. adequate supported education for your child.

    I would agree that something does need to be done if only to prevent reoccurance with someone else. Longmans advice in this area seems very logical.

    It really is a lottery finding the right school for your child and I have spoke to others in the past who have experienced similar problems with mainstream education to yourself (albeit not quite as extreme).

    That special needs school you mention does not sound ideal and unfortunately their just aren't enough good special units about.  Those that do exist have lengthy waiting lists. Same old story: Lack of funding, lack of good provision.

    We are lucky in that we do have a good local school with an excellent special unit. Take heart and know that good provision is out there although it isn't always easy to find. You probably have a good idea what you expect from a good school but i've described our sons unit below if this is any help.

    The unit classroom is bright and packed with learners creative work.

    One wall has been specifically set up as a sensory wall to stimulate the children.

    The 'chill out' room is pleasant and safe with large cushions scattered about. You are understandably concerned with the idea of a segragated room but in my experience the children welcome the opportunity to occassionally blow off some steam in isolation and when used alongside a good behaviour management strategy (teacher calmly talking through what has occurred with the child) leads to long term social benefits.

    Staff maintain a written diary to record progress along with any behaviour issues and this is sent home to parents daily where written input is encouraged from parents and acted upon if appropriate.

    Staff show a real interest in the children and have a good understanding of ASD and individuals (important) needs. They also recognise and nuture the aspirations and strengths ASD kids often possess.

    The focus is on building on the strengths of the children whilst providing appropriate support. As a result the children become more confident and happy  making regular progress. As an example our son enjoys reading (books are one of his special interests and our home has more books than the local library). To build on his interest and joy of reading part of each school day is set aside for him to read to the class. This builds his social confidence and develops his reading.

    Schools that tend not to provide adequate ASD provision generally just don't understand the condition and as a consequence don't see the potential in many ASD kids.

    I am sure that if you persist you will find an option that fits your family best and it is encouraging that you still have a number of possibilities to look at.

    Best of luck and stay strong

Children
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