back to school blue

21 09 2015

GM is met by LIttle Miss and her TA as always.  She can tell it hasn’t been a good day by the look of defeat and depression on the face of the dedicated and loving TA.

“It hasn’t been a good day” she confirms as they meet.  “Little Miss has hit a number of children today, she has threatened to hit a number of members of staff and has been swearing and aggressive.  I have worked hard with her to calm down but every time she has seemed calm she has immediately started again the moment I have let her move away from me.”

GM listens and nods and has nothing to suggest.  Everyone knows that this is no longer the tight setting for Little Miss.  She is not coping and the school are also struggling to cope. The review meeting to amend her statement had been planned for the end of September months ago.

As GM leaves the school ground another teacher runs up to them, calling. The head teacher would like to have a word.  GM and the girls return to the school and go to see the head in her office.  She repeats the litany of awfulness and says that she is confident that they will be receiving complaints from parents tomorrow.  She tells GM that they will have to undertake a new risk assessment and it is looking like Little Miss is going to have to move to more intensive 121, maybe even solely 121, in order to ensure the safety of other children.

GM is due back in school for a governors meeting the following day and has agreed to meet with the head before the meeting.

GM is not really looking forward to a Happy Birthday.

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Uninvited?

28 08 2015

A niece of GM is having a naming ceremony on Saturday for her baby daughter and the mostly functional family have been invited to the late afternoon party. GM received this message when she was a work, 24 hours before the party.

“Hi GM. How are you? I’ve been meaning to speak to you about tomorrow and Little Miss, it’s been playing on my mind for a few days that it’ll be too much for her. There’s going to be loads of kids and people she doesn’t know and I’m concerned about how she may react. I know that when she’s stressed she lashes out and may become violent towards the other children and I really don’t want that for her, the other kids or you. What are your thoughts on this? Xx”

GM struggles to get beyond the intense feelings of rejection, hurt and quiet despair to formulate actual thoughts.





Pysched-out

27 05 2010

At the end of an ISAR meeting CD calls the Ed-Psych over. She has just run through her report which will form the basis for the funding that will support LML when she goes to primary school. Her report means that LML will get significant one-to-one support, which is a relief to the problem parents.

CD, “As you know we haven’t asked for a statement for LML, do you think we should consider making a request?” he asks.

Ed-Psych, “Well, the process for a statutory assessment would mean that I would write a report like the one I have just completed, in fact I very often write reports that are less detailed than this one. All the other professionals involved would write reports too….” she goes off into the detail about the process which CD already knows, having done his research.

CD, “We are really pleased with the support that we and LML are receiving and we haven’t felt the need to make a request but I suppose my concern is about the future.”

Ed-Psych, “Yes, the thing about a statement is that if things start to go wrong then, whilst it is bureaucratic, you can refer back to it. I think given where LML is at and her circumstances I’d be very surprised if she didn’t receive a statement if you requested one.”

CD, “Yeah, I think we should talk to parent partnerships and go from there”

Ed Psych, “I think that’s a good idea.”








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