[senco-forum] KS2 to 3 transition (was Help for Y6 child working below L3)

Sorry Brendan
  Getting a little het up here!  SATs, GCSEs, etc etc all getting to me.
  Amanda

kngbrndn at aol.com wrote:
    Hi Amanda -- Message from Brendan and I hope you don't delete me. I'm not going to ask you to read my posts again -- but I never suggested that you should "work harder" or implied in anyway that you and your colleagues have not done everthing and more, from your own capacities, to do your best for all of your charges.

  I was offering a set of solutions that offer very little other action by you than informing the parent of action they can take, rather than pleading. Ans suggesting they ring IPSEA. All SENCo's who's children I've helped have been amazed at how little they have had to do, once an independant IPSEA adviser has got involved, and how much additional support has been generated. And how any tenseness between school and parents has been alleviaited by IPSEA intervention. I always seek to come in praise not to condemn (as in Ceaser). Best of Luck (again) Brendan King 

-----Original Message-----
From: amandavh at btinternet.com
To: Olanys at aol.com; senco-forum at lists.becta.org.uk
Sent: Wed, 18 Apr 2007 8.56PM
Subject: Re: [senco-forum] KS2 to 3 transition (was Help for Y6 child working below L3)

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My last post on this - honest!         Sorry, Aly.  You may not mean it like this but it does seem to me that you and   Brendan both think that it would all be sorted out for pupils if only teachers   worked harder.  Many of us are already working flat out.  We don't like the fact   that we cannot meet the needs of all pupils all the time but that is the reality   of the situation.  Yes, some situations are a disgrace.  Yes, we must fight to   change it all.  Yes, we must try to galvanise parents into challanging the LA  -   the only way I know to get any change provision and improve the situation for   pupils.  But we have also got to teach day in day out as well.  Oh yes, and have   a life too.    Yours    Off to make packed lunches and then wrestle with 32 top set Year 11 GCSE   poetry time essays before bedtime.         Amanda    Secondary SENCO and mainstream English teacher (not always in that order)    Cornwall  Olanys at aol.com wrote:    I'm sorry I shouldn't be
 flippant, but it does make me very angry that the   only solution for these children is to find something to occupy them when they   cannot be taught or supported at all. In finding a solution you (plural as   in SENCOs, not you personally) are only adding to the problem by saying it's   OK for these children to be unteachable, let's just amuse them and leave   teachers, TAs, SENCOs etc free to teach those that can be taught!! Acceptance is     just denial.    Access to education means just that, the law - section 7 of the Education   Act 1996 -stipulates that every child has a right " to receive efficient   full-time education suitable:   1. to his age, ability and aptitude, and   2. to any special educational needs he may have, either by regular   attendance at school or otherwise. "    That MEANS full time, not when the teachers aren't too busy. Access to   independent learning doesn't mean leaving a child to get on with it for an hour   or   2!    A teacher's job -
 which they are paid for, not out of the SEN budget - is to   teach...all children, not just the easy ones. A SENCO surely has the   authority to ensure these children are taught, to their ability, age, aptitude   and   special educational needs, especially if they are part of the senior   management team?    If not, who does? Where does the buck stop?    Best wishes,  Aly    Chair Auditory Processing Disorder in the UK/APDUK  www.lacewingmultimedia.com/APD.htm   www.apduk.org                Amanda  Secondary SENCO  Cornwall  

Amanda
Secondary SENCO
Cornwall