[senco-forum] (no subject)

Hi there,

Do you know how this boy behaves at home?  Was he in Nursery anywhere and
if so, do they have any record of his behaviour?  At this stage in
Reception, his behaviours could stem from any number of causes, from being
totally undisciplined at home, so that school routines, even in Reception,
come as a nasty shock, to behaviours suggestive of a definite problem.

Has the Ed Psych observed the child, or did you just ask for suggestions? 
Sorry to ask so many questions, but in our LEA we have a consultative
model for EPs, so that they visit a linked school for a given number of
sessions a term, when they do whatever is needed, whether that be
observation and discussion with staff and parents, or full cognitive
assessment.

I had experience of a similar child this time last year, except he was
only just 4 [end of August birthday], small and not particularly strong. 
He refused point blank to do anything he didn't want to, arguing with
whoever had asked; ran away from lines and the classroom etc.  We knew the
mother quite well, having had a much older daughter in school, whose
behaviour had always been fine.  The class teacher eventually managed to
get from her that this chhild [different father] had always had his own
way; never been refused anything and if he wanted to do something
different from what everyone else was doing, they did what he wanted!
We could only assume that he had been so spoiled because he was a boy!  He
is, essentially, a lovely child, but it took the very experienced
classteacher until Easter to change the mother's, and therefore the
child's, attitudes.  By the end of Reception, he was a normally behaved
almost-five year old, who responded well and did as the rest of the class
did.

This sort of behaviour was also one of the patterns we had when another
boy with obvious difficulties joined the school three years ago.  By the
end of reception we were undergoing the statementing process, as he is
autistic, dyspraxic, needed two hearing aids and has severe speech and
language difficulties.  Our first line of action there [his mother had
already written to Pupil Support when they moved to the area that summer]
was EP observation, followed by EP doing a cognitive assessment.  At the
same time, Mum had gone through the GP for referral to a paediatrician and
speech and hearing services.

Meanwhile, we gently but firmly established parameters of active play,
even drawing a blue line on the playground for him not to cross - blue was
his favourite colour at the time; the LSA spent a lot of time near to him,
or worked with him in a group, using what he liked doing to encourage
achievement and give praise and all staff involved, whether playtime,
lunch, class activities, Assembly, changing for PE etc, made sure that he
was told about changes in routine well in advance,
" Now in a little while I shall need you to stop ..... and then I shall
need you to ....."

This would be repeated at a couple of minute intervals until it was time
to make the change.  Someone always made sure he was told individually and
quietly, as well as the whole class.  If necessary, he was encouraged and
helped to put things away and get others out.

Sadly, he only began to hurt others when he saw other children hitting,
pushing etc, so it took a lot of persistence to get him to understand that
this was not how he should behave; a process that is still ongoing, as
this sort of behaviour always happens in schools, regret it though we may!

I hope that somewhere in this long screed, there may be something helpful!

Regards

Jean

Recently retired primary Senco, S Wales

> Hi there,
>
> I am just wondering if anyone has any helpful advice. we are struggling at
> the moment to support a pupil in reception who is causing us great
> concerns. He never interacts with any other children in the class and will
> not reply if spoken to. He enjoys playing with toys or painting but cannot
> cope with changes in routine. We have had great problems getting him to
> line up at the end of play time and he thinks that is great fun to run
> away from the line. He then has to be taken into school by adults and we
> have been told by the Ed Psych that if he does not follow instructions
> then he has to sit on a chair outside classroom until he is calm enough to
> go in. The problem is he is a very strong child and will not sit on the
> chair without restraint and he can be very violent.He has already kicked,
> punched and tried to bite members of staff. On his first afternoon he ran
> round and round the classroom knocking chairs over and was completely out
> of control.
> At home time he becomes very distrssed as Mum is often late to collect him
> and he runs around the classroom constantly. His latest thing is to escape
> out of the door and run through the school, which is quite scary
> considering his age.He only comes to school for four afternoons as he is
> only four and we feel that at the moment that is all he can cope with as
> he finds it very difficult to change activity. Mum is not very happy about
> this but classteacher is extremely stressed about this pupil and the
> management team and myself are constantly having to support this pupil. he
> is often violent towards other pupils and is only prepared to take part in
> the activities that he chooses.
> I would just be interested to hear whether anyone else has had a pupil
> like this to support and the strategies that they have tried.
>
> Barbara
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