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

I've sat biting my tongue all evening, but I think it is unfair to place such high expectations on teachers.  'Inclusion' has been thrust on schools and they are poorly funded and poorly prepared for it.  Secondary teachers are not  trained to teach illiterate children, they're not trained to teach children with SEN.  We have about a dozen PGCE students on placement with us every year and it is clear, from talking to them, that they don't have a clue about SEN from the theory part of their courses. 

Dammit, even Early Years teachers are not trained to teach children to read properly.  Just start a thread on TES asking how many people felt that they were properly trained to teach reading and most of them will say that they weren't really taught anything....

The accountability doesn't rest with teachers, most of whom are doing the very best they can in the circumstances.  It rests with an educational 'Establishment' that has embraced inclusion without thinking it through properly and enforced disasters like the National Literacy Strategy.  It has retreated from directly 'teaching' children by promoting constructivist theories of 'learning through play (just look at all the Early Years 'experts' screaming blue murder at the Rose recommendations that children should be properly taught the skills needed for reading - 'formal learning'!  My God, we can't have that! It all has to be 'free flow' and 'child initiated')  The consequence is that secondaries end up with a large proportion of demoralised, half taught, confused children, many with poor behaviour, minimal attention spans and a marked dislike of education.  With half a dozen of these in each class, teachers struggle just to keep order, let alone catering for a huge range of
 competencies (I won't say 'abilities', because many of the semi literate children are actually just as 'able' as many of their peers)

It looks from where I am, working with these children, that it's not  'Every Child' that matters' in education, but defending to the death every unproven theory that ivory towered academics inflict on the teaching profession, and if the children can't learn, there's something wrong with the children, not the theories.

Gaynor, you've been lucky if your 'below L3s' have been in single figures - we've had a steady 20 - 25% of our intakes at L3 (for English) or below for the last 6 years at least. Which just about corresponds with the national picture of 80% at L4+.  

Maggie

Olanys at aol.com wrote: Amanda, is it too much to expect ALL teachers to teach ALL pupils? 

To expect the SEN department to differentiate, to find things for these  
children to do , to occupy them when teachers are busy with SATs etc  is 
unforgiveable. If it means class teachers and subject teachers in  secondary (primary, 
I have found, tend to do so as a matter of course)  teachers have to try 
harder to differentiate, be inclusive, make education  accessible to all pupils,  
then so be it... that's what they are there for.  That is their JOB. Sorry if 
it sounds harsh but as a parent and advocate for  those with SEN I have seen 
far to much of this and my patience wears thin. I  didn't mean you or anyone on 
this forum, as I said, but those teachers who still  cling to the phrase "I am 
not trained to teach those children".

My meaning was that so long as SENCos simply accept the status quo, make  
allowances fro these difficult and stubborn dinosaurs, they will carry on  
failing our children.

Is there no way professionals can fight this without just  "galvanising 
parents"?

If you failed to provide the level of education  that the children you teach 
were entitled to you would be  accountable. I would love to see SENCOs and 
other professionals  stop covering for those that do this, because they are 
ACCOUNTABLE too.  Hiding behind being stressed, busy, not trained in SEN etc. is a 
poor excuse  when a child's education is in the toilet.

Best wishes,
Aly

Chair Auditory Processing Disorder in  the UK/APDUK
www.lacewingmultimedia.com/APD.htm 
www.apduk.org

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