• Replies 10 replies
  • Subscribers 66 subscribers
  • Views 125 views
  • Users 0 members are here
Options
Related
Hints and tips
  • To quote someone's message, first select/highlight the relevant text, and then use the Quote button that appears
  • To "mention" someone, type @ followed by the start of the forum name, and choose from the list; that person will get a notification of being mentioned

Complaints to Primary School and Transition to Secondary School help

jo_456

Hello, 

Last week, my daugther was diagnosed as Autistic. 

We are yet to have our meeting with CAMHS to discuss the report, and I am feeling very overwhelmed by it all. My daugther was initially referrred for an ADHD assessment, following my diagnosis of ADHD and similar traits my daughter had to me. This was a self referral. 

For context, we went to daugher's school two years ago, with our concerns. The school senco brushed us off, and told us her behaviour was normal for a child her age. The school refuse to refer my daughter, and flat out refused to help. 

Fast forward two years later, we have some really lovely third party people at CAMHS behind us, urging the school to put things into place for the transition to secondary school, however the school do not engage, they do not put anything in place, other than a break during SATS. 

CAMHS have provided the school with workbooks, help guides, and other helpful information but it is not being used. 

The school kept me out of all contact with CAMHS, despite me asking to be included, invited us to meetings with CAMHS with 24 hours notice, and even lied to the assessor whilst they were conducting their assessment that my daugther didn't take to school the things we bought out of our own pocket to help in school. We asked the school to clarify with CAMHS that what they told the assessor was incorrect and they said they would. 

I asked for a copy of this communication, and whilst CAMHS said it wouldnt matter, they would take on board what we had said and what they had seen, the school sent a piece of paper with the dates that they had communication with CAMHS. 

I am extremely worried about the transition to secondary school, as my child is already anxious, I am worried that the school are very good at telling CAMHS what they will do, but do not actually do it. 

I have prepared a Subject Access Request to the school, so I can see if they have prepared the new school of neurodiversity concerns, and what they have discussed with CAMHS, and i know this will not turn back the clock as to how we have been treated, but i am hoping that a complaint will stop another parent going through a battle with the school to get them to listen. 

Has anyone sent a subject access request to their child's school before? 

Is a subject access report the way to go, will it help me see what needs to be done in secondary school?

Has anyone got any advice on how i can prepare my child for the transition as i have no confidence in that the school are going to prepare her for the move. 

I am also still angry that her teacher lied to camhs or "Misinformed" as the school put it, and also told CAMHS they had put several things in place, when in fact, we as parents did. 

Thanks in advance, and if this is in the wrong section, i apologise, i just do not know which way to turn, and I just want to be sure that the move to big school is smooth for my daugther. 

Parents

  • The below articles might help you to write a transition to secondary school plan (hoping it might lighten the load on you as you think about delegating to / following up with the different people and departments for support, plus, continue to aid your daughter to feel she can become as prepared as possible for experiencing her new school).

    The National Autistic Society information pages about school transition are here:

    https://www.autism.org.uk/advice-and-guidance/transitions/england/starting-or-switching-school

    https://www.autism.org.uk/advice-and-guidance/transitions

    https://www.autism.org.uk/advice-and-guidance/transitions/making-decisions

    Outside of the National Autistic Society:

    This article includes some practical checklists:

    https://autisticgirlsnetwork.org/some-tips-for-a-good-transition-from-primary-to-secondary-school-for-autistic-pupils/

    This article includes a link to a hints and tips video by the Anba Freud Centre:

    https://www.leicspart.nhs.uk/autism-space/education/transitioning-from-primary-school-to-secondary-school/

    This Suffolk SENDIASS (Special Educational Needs and Disabilities Information, Advice and Support Service for parents & carers of children and young people with SEND) video suggests (about 12 minutes into the video) some examples of resources to help your child share their feelings and ensure their voice is heard in the preparation for transition to secondary school:

    https://m.youtube.com/watch?v=w-UX1YwG3WE&t=925s&pp=2AGdB5ACAQ%3D%3D

    One potentially particularly confusing aspect (equally experienced by both you and your daughter) is the navigation of a mix of sometimes your daughter feeling like a more grown up young person and at other times still very much more like quite a young girl. 

    The "grown up" concerns competing with the "younger inner child" worries both need an outlet to prevent overwhelm. 

    Capturing the seemingly (on the surface of things) disparate / unrelated levels, or origins, of concerns ...and then tackling them together (to match the mode in which they find themselves at a given stage) is a way to help your daughter feel seen, heard and considered - for where she actually "is" (not where other "helpful" people have decided she "ought" to be in the process of moving from primary school to secondary school).

    For example, family circumstance changes meant that between the ages of 10 to 13; I attended 4 different schools.  Each move struck me slightly differently in terms off what might be uppermost in my concerns, frustrations and fears. 

    One practical minute it might be "will I need a new pencil case?" (That worry revolved, for whatever reason, until a proper parental conversation explored why I was bothered about the item).

    Another more social moment; "how am I going to quickly learn all the new names of students in my new class?" (My grandfather suggested I use an A6 notebook in which I could note down; where in the different classrooms fellow students tended to sit, their first name and who they seemed to talk to most.  He also gently reminded me to introduce myself to them with more than my first name e.g. "my pet's name is from my favourite story).

    On a more physical note: "what will I wear to be warm enough travelling further to the new school?". (I already had the required Winter clothing ...and yet I still needed reassuring and convincing that all would be well).

Reply

  • The below articles might help you to write a transition to secondary school plan (hoping it might lighten the load on you as you think about delegating to / following up with the different people and departments for support, plus, continue to aid your daughter to feel she can become as prepared as possible for experiencing her new school).

    The National Autistic Society information pages about school transition are here:

    https://www.autism.org.uk/advice-and-guidance/transitions/england/starting-or-switching-school

    https://www.autism.org.uk/advice-and-guidance/transitions

    https://www.autism.org.uk/advice-and-guidance/transitions/making-decisions

    Outside of the National Autistic Society:

    This article includes some practical checklists:

    https://autisticgirlsnetwork.org/some-tips-for-a-good-transition-from-primary-to-secondary-school-for-autistic-pupils/

    This article includes a link to a hints and tips video by the Anba Freud Centre:

    https://www.leicspart.nhs.uk/autism-space/education/transitioning-from-primary-school-to-secondary-school/

    This Suffolk SENDIASS (Special Educational Needs and Disabilities Information, Advice and Support Service for parents & carers of children and young people with SEND) video suggests (about 12 minutes into the video) some examples of resources to help your child share their feelings and ensure their voice is heard in the preparation for transition to secondary school:

    https://m.youtube.com/watch?v=w-UX1YwG3WE&t=925s&pp=2AGdB5ACAQ%3D%3D

    One potentially particularly confusing aspect (equally experienced by both you and your daughter) is the navigation of a mix of sometimes your daughter feeling like a more grown up young person and at other times still very much more like quite a young girl. 

    The "grown up" concerns competing with the "younger inner child" worries both need an outlet to prevent overwhelm. 

    Capturing the seemingly (on the surface of things) disparate / unrelated levels, or origins, of concerns ...and then tackling them together (to match the mode in which they find themselves at a given stage) is a way to help your daughter feel seen, heard and considered - for where she actually "is" (not where other "helpful" people have decided she "ought" to be in the process of moving from primary school to secondary school).

    For example, family circumstance changes meant that between the ages of 10 to 13; I attended 4 different schools.  Each move struck me slightly differently in terms off what might be uppermost in my concerns, frustrations and fears. 

    One practical minute it might be "will I need a new pencil case?" (That worry revolved, for whatever reason, until a proper parental conversation explored why I was bothered about the item).

    Another more social moment; "how am I going to quickly learn all the new names of students in my new class?" (My grandfather suggested I use an A6 notebook in which I could note down; where in the different classrooms fellow students tended to sit, their first name and who they seemed to talk to most.  He also gently reminded me to introduce myself to them with more than my first name e.g. "my pet's name is from my favourite story).

    On a more physical note: "what will I wear to be warm enough travelling further to the new school?". (I already had the required Winter clothing ...and yet I still needed reassuring and convincing that all would be well).

Children
No Data