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My daughter will be assessed for Dyslexia

5 Jul

Today I had a meeting at my daughters school, I went in thinking I was going to be thrown a load of excuses as to why I wasn’t informed my daughter was on the special educational needs register, but actually things went a little more differently.

You see, all those who have lied to me are no longer employed at the school. The head master whom I had a terrible relationship with due to the discrimination my son received and the SENCO who has lied about both my children’s needs, have left. The new head teacher has been brought in to repair all the damage that has been done and therefore get the school back on track.

I was almost left open mouthed when I realised I wasn’t being feed anymore bull shit. This new head teacher apologised for the fact I wasn’t told stating it was unacceptable. She has looked through my daughters sen file and through some of her work and feels that she should have been assessed for dyslexia!

She has told me she wants to sort this ASAP as to give my daughter the best chance in year 5. Extra help will be provided to enable her to catch up with her reading and writing. We also discussed the possibility of maybe booking her in with an optician to see If coloured lenses could help her read better (it currently takes her a long time to read a book).

I have appointments booked with her class teacher on Monday and the head teacher is writing a letter explaining my daughters SEN, the reasons she is on the register and the help they have been providing her with.

I have put a lot of trust in this school before and been let down badly. However with the new senior staff in place, a temporary SENCO and no sign of anyone who damaged us in the past, I feel that just maybe communication will be better.

I won’t let my guard down, I can’t afford to. I will continue to over document everything, monitor attendance (maybe asking for a weekly breakdown of her attendance for my records) as well as making sure the AWO stays on top of things.

I really want to believe the new head teacher is one that I can fully trust. I have got to a stage where I feel I can not trust anyone and hope that my confidence in the system can slowly be repaired. Surly not all head teachers are bad… Right?

To have someone agree with me that records have not been kept as they should have and as a result I could have actually gone to prison, is a start!

To have an apology is also a step forward.

I don’t know why both the SENCO and Head teacher left suddenly but I am pleased to see the back of them!

I just want my children to go off to school in the mornings and come home smiling. I want a good healthy school home relationship… Just like the one I have with my sons independent special school… Surly it’s not to much to ask, is it?

Please don’t patronise me – the verdict

3 Jul

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So, here I am! Obviously not in prison but still feeling somewhat drained of every emotion in my body.

Please read my last post which will explain in more detail my reasons for writing this.

Basically, I was taken to court for my daughters school attendance which was said to be 80% (is now 95%). This wasn’t the first time! I’ve experienced this before as my last post explains I’ve been twice before. Having a child with special educational needs and Aspergers who refuses to attend school and when he does, he finds himself excluded as his needs can not be met, doesn’t seem to fall into the statutory requirements of “Special circumstances” and both times I was fined. As explained in yesterday’s post I was going to court this time for Alice. To be honest I was fuming as she is a child who has missed so much school in the past due to late nights (having a big brother who kicks of throughout the night isn’t easy) as well being made late when little man required all my attention of a morning only to refuse to leave the house. There are many other reasons as well as different parts that make up this story but as mentioned you can read yesterday’s post, I’m just to emotionally drained to go into it again today.

Well, Alice’s attendance went right up as little man started attending an independent special school and got transport half an hour earlier than Alice needed to leave. I also allowed her that bit of independence when allowing her to walk the two minutes to get to school alone.

Sadly during October to the end of Feburay Alice got every bug going. She also had a bad urine tact infection that made her attendance fall to 80%

Letters were written by myself and passed to the school. I even rang and emailed to cover my own backside. The current receptionist sent me back home with Alice on at least four occasions when I turned up with her reporting she had been sick during the night but felt well enough to attend (school policy I’m told). So can you imagine my horror at discovering the school and that of the attendance and welfare officer (AWO) were claiming these absences were actually unauthorised and I’d needed sick notes! The twist here was I’d signed a consent form which allowed the school to contact my doctors as they don’t like to write sick notes for schools.

I was fuming that I was going to court especially given the fact of our history and the reasons behind the erratic attendance of my son.

I went to look through my daughters school records and found most of the evidence needed to prove I’d been communicating. The rest just seemed to be amiss somewhere!

I defended my own case. It wasn’t that I didn’t trust a solicitor to do it better I just didn’t have the time required to get one. I was nervous but filled with anger, it’s the latter that keep me going.

If I was found guilty of the charge I was up for s444 (1A) then it was a very high fine or prison sentence I would be looking at receiving. Being up twice before it would seem the LEA wanted the latter, given they had made the point known that they didn’t think any of the other options were suitable for me (you know given I’m not a good “communicator” and all that)!

I had gotten to the point where I just felt victimised by my daughters school and that of the LEA. I had battled them both for years and won a discrimination case against them. I guess I just assumed that given little man had now left to attend a special school we could forget it and move on. God I was trying to lose any bitterness (and I had a lot to lose, why couldn’t they?)

I was most angry by the fact that my daughter had been sent home yet the register stated no reason was given for her absence. This was for more than 4 occasions. I was also fuming that the attendance print out that was sent to the court differed from the print out I had received from reception. This one had the reasons I had given for my daughters absence printed underneath each absence (you know them reasons I hadn’t given)!

The prosecutor who I understand was just doing her job was something of a bitch which I guess makes her ideal for the role. During the hearing I mentioned that I had won a discrimination case and how my child has SEN and Aspergers, I wanted it noted that the school seemed to be acting bitter towards me. The prosecutor just rolled her eyes and for a minute I felt like shaking the ignorance out of her. I just about held it together!

One thing that shocked me was they had a witness. This wasn’t made known to me and I felt cheated when she gave evidence. She was said to be in a Senior position within the LEA’s attendance and welfare departments.

I hadn’t received a letter about the pre court meeting which was organised by this women (someone I have never met) as soon as they wrote telling me I hadn’t bothered to show and was going to court I called her right up. She wasn’t there so I left a message explaining I never got the letter and could she call me back.

Of course she didn’t and I called my AWO who had prised Alice’s attendance and promised to find out why the receptionist wasn’t logging the reasons behind the absences including the times she was sent home. We spoke for 36 minutes but it would seem nothing was documented for court. Once I received the court summons I phoned her again daily… I’ve been ignored for months!

Now this witness was telling the court how I left a message saying I’d forgot about the meeting. My blood was boiling.

I had questions for her but she just answered in a way that displayed ignorance and the lies continued.

The court were a tad shocked when I produced the letters I had written to the school, ones I had taken from my daughters records. They also wanted to know why they hadn’t been given the attendance record that I had obtained the day before from the school. Of course they save some other crap excuse.

I really did just about hold it together! Having someone ask you if you understand how important it is for your child to receive an education, especially when you do what I do is pretty frustrating. After all I really can not help it if my daughter is sick can I?

When the magistrates stepped out to make a decision I had to step out and use the toilet. I couldn’t let them see my tears and I was at the very point of letting them come out. When I returned I discovered the magistrates were already back… That didn’t take long!

So as to remind you, here’s what I was up against…

Failure to secure regular attendance without reasonable justification (s444(1A) of the Education Act 1996)
This is used where the LA thinks the parent knows that the child is not going to school but is not trying to do anything about it. This is a more serious offence than s444 (1) because the parent is accused of not taking responsibility for the situation. Parents found guilty of this offence can be fined up to £2,500 or sent to prison for up to 3 months.

I was told to stand to hear my fate.

In my head I knew I’d be handed another blow of injustice despite my hard work of gathering visual evidence.

One of the three magistrates declared that I was NOT GUILTY of s444(1A) she said their was clearly some confusion based over the communications made by myself (really, I’d call it lies rather than confusion)!

However here’s the twist….

I was still found GUILTY for s444(1) the less serious charge.

(1) Failure to secure regular attendance of a child (s 444 (1) of the Education Act 1996)

This is used where a child is absent without permission and is without suitable alternative education. Parents found guilty of this can be fined up to £1,000.

So because the school had chosen to not authorise ALL of my daughters time off I had to be found guilty of this charge because it’s the law and the law is shit.

I didn’t receive a fine, a parenting order or anything of this kind. Instead I was given a one year discharge. This means if I come back within a year I’ll be trailed for the same case too. This was said to be their way of not punishing me!

Yet… I felt patronised as the magistrates continuously asked me if I understood while telling me that she didn’t want to see me back there. I had to ask them if they thought it made sense that I would fight the battles I have fought to ensure my eldest son an education only to not bother ensure my daughter had one too?

Now my fear is the school will never authorise an absence when my daughter is sick… Come on they don’t even authorise the ones where she has been sent home.

For this reason and others I’m yet to write about, I’ve decided that in order for this not to happen again I’ll be looking into another school for my daughter to attend!

I will also be putting in a formal complaint against the school for not recording her absences in the way they should have done (mainly sending her home and stating no reason was given for her absence).

Lastly it would seem that if your child’s school decide to not authorise an absence and you go to court then unless you have a medical note from your doctor for every absence then you will be found guilty of s444(1) which is the less serious charge.

I disagree that this should be the case so I’m getting ready for some serious campaigning!

Today I maybe blogging from a prison cell

2 Jul

Yep, I may well be a jail bird blogging from my cell (well, that’s if I’m actually given access to a computer that is)!

It’s 3 am and I haven’t slept a wink, I’m busy preparing my defence case (representing myself). This afternoon I’ll be of to court where I will need to prove that I didn’t intentionally keep my daughter home from school on the days she was sick.

I’ve been prosecuted twice before in relation to my sons school attendance. I was found guilty of section 444(1) failing to secure his attendance at school. I was found guilty because having a child with Aspergers who wasn’t receiving appropriate support causing him to develop school phobia and emotional behavioural problems, didn’t come within the statutory guidelines needed for them to allow me to walk with my head held high.

Statutory guidelines (“excuses”) only cover a handful of reasons for non attendance! These include illness, religion, travelling, and a few others that don’t cover incidents such a mental health, bullying and all those other reasons we find our children refusing to attend school, therefore creating a war zone come 8:50 am in the morning.

Such behaviour meant my daughters attendance struggled. However this was mainly lateness which gave her an unauthorised mark against her name (yes she was in but if the register was called she was given a half day absence against her name) When you have mornings like ours these marks tend to add up quickly!

Regardless of the above, once little man began attending his special school things slowly got back on track. Alice was given a little independence when I allowed her to walk the 2 minute walk down the hill to school.

With this things improved, I thought that with Little man in a new school I would have less to worry about. Sadly I was wrong.

If any of you have read the blog long enough you will already understand the struggles I had to get my son to school, a place that could not meet his SEN needs leaving him somewhat school phobic. My daughter suffered, what with being made late for school when big brother was hitting and spitting at mum. The fact the household received very little sleep because Little man doesn’t frankly believe in the five letter word is just another contributing factor.

When I was in court last, my mobile vibrated as the judge was speaking. When they retired I checked my phone only to discover a message from the Head teacher informing me Little man was yet again excluded, this time for 5 days. The head teacher was meant to be at court but instead had provided them with the information requested claiming he had meetings! I wasn’t found guilty of the more serious charge 444(1A) (which basically means the school were stating I had no intention on sending them into school… Yer right! I could actually do with the break.) However, I did receive a fine for the lesser charge of 444(1). Basically I couldn’t say he was sick on each of those days. He had received so many exclusions that these were now starting to confuse me. I’d spent so long trying to get him into a routine and now it was being wrecked. Ok, they couldn’t find me guilty on these days but they could of those that followed, the ones where he refused to attend, kicking and screaming.

The above made me so angry as I was fighting for a statement and having my child excluded every week didn’t help. I was also in the process of a claim against the school for discrimination which I won (settled out of court).

I eventually got my son out of the mainstream school and into an independent special school. There was however a period of time when he was educated in a library because the LEA would not agree to my school yet no state school would take him.

So, where does Alice fit in? Well, despite her improvement in getting there on time and therefore attending as she should, during the months of October through to January her attendance dropped. This was due to a reoccurring sickness bug which the school kept sending her home for. Then in January she had a very bad water infection that saw her on medication and close to hospitalisation. All days were covered. I had sent notes in, explained via email or visited the school in person.

They deny this! As a result I am being taken to court as my daughters attendance was recorded to have dropped to 80% with no reason given!

It would seem that the school have failed to log my letters or just chosen to ignore them. After all its up to them to authorise.

Lucky for me I requested her education records and obtained copies of some of these letters. Others were missing. Emails and records on verbal conversations have vanished as if they never existed.

I refused to plead guilty. My daughters attendance is near on 90% as it stands. I feel victimised by the school and LEA due to past difficulties.

The school state that a child must remain home if physically sick for a period of 48 hours. Nonetheless, when abiding by these policies, Alice receives an unfair mark against her name.

Now… I can’t just call up and get an emergency appointment with the GP because Alice is being sick. In the eyes of a GP an emergency this isn’t. There is nothing they can give her for sickness, So… it’s a waste of their time. We just keep her hydrated and comfortable.The thing is she may be sick the night before and just fine in the morning, yet when I tell staff she has been sick (purely because it wouldn’t be fair not to) we are sent jogging!

Shockingly, it also seems that despite her bad urine infection which I provided medical evidence in order to cover ourselves for, school still have it down as “N” in their attendance records which basically means “No reason given” what’s worse is that I called them, wrote to them and sent an email! Worse still, on one of these days she was actually sent home!

Under the freedom of information and data protection acts I was able to gain access to my daughters educational records, requesting things I wanted copied. Yes I was pleased to discover some of the items I needed to form my case were sat there right under my nose. Yet, I was also sadden to discover others were not (which worries me).

Within a few minutes of being given my daughters records I made the most horrific discovery! I was left sitting in a pool of tears as I tried to collect my thoughts. Ive decided to write this in another post… Why? Because in just a few hours I’ll be heading to court and I know writing about what’s worrying me will only make me feel worse… Basically it’s something I’ve put to the back of my mind because I need to focus on my court hearing.

I will therefore return when time permits.

So, I best go jump in the tub and get ready for yet another long winded court case where I’m sadly the defendant who abided by a schools policy and got her arss kicked for doing so.

Heres hoping I’m not gonna be made a jail bird… Here’s hoping I’ll be home tomorrow with my kids, blogging where I should be.

20120703-113623.jpgphoto credit google images

SPECIAL FREE SCHOOLS – ARE THEY WORTH IT?

30 Jun

I recently attended the “New Schools Forum” to gain some information about the setting up of Special Free Schools and to write what I had learnt into a report for the blog “Special Needs Jungle

Below you can find out just what I learnt from the forum!

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Is it worth the hassle (a 100+ page bid and one hell of a load of work) that comes with starting a Special Free School!

Well, there are many factors needing careful consideration as well as a number of different circumstances each need applying to. For example, Is the School already up and running, therefore requiring just “Free School” Status? This could apply to any school (independent & non-maintained) this excludes that of state schools who can instead apply to become Academies.
Maybe you are considering starting up a Special Free School from scratch. It may only exisit on paper or an idea in your head. Maybe its because there is a gap in SEN provision that needs filling, therefore an idea of a Special Free school makes sense.

So, as not to confuse anybody (as we all know these things can be mind boggling) I’ll therefore take this one step at a time and will try to be as clear as possible.

Firstly, What is a Special Free School?

A Special Free School is one that is funded by the Government yet run independently. So, you may ask how these are any different from independent schools? Independent schools are not reliant on the government for funding, instead these schools are funded by a combination of tuition fees, gifts, fundraising or in some cases income investments (for profit organisations). Non-maintained schools are normally ran by Not for profit charities approved by the secretary of state to take children with statements of SEN.

SO, What must a Special Free School Provide & how must it be run?

Provide education for children assessed as needing statements of SEN between the ages of 5-19 years of age.

Provide education to a minimum of 5 children

Only teach children with SEN or those being assessed as having SEN

Have Regard to the SEN Code of practice

Provide a curriculum that is one tailored to an individuals needs

Ran by an acedemy trust (Charitable trust/not for profit)

Admissions to Special Free Schools will continue to be made via the LEA who retain responsibility for assessing a childs SEN

Important factors…

Applications must only be made by those schools that are new (meaning ones not already funded by the state as already mentioned above)!

So… Who can set up a Special Free School?

Well, I should really rephrase the above question to, “Who can apply to set up a Special Free School?” Because the answer is just about anybody can, but this doesn’t mean to say your application will be approved!

This isn’t just a case of knowing that their is a gap in SEN provision (though it helps) groups of parents, charity groups ect… will struggle unless they have a member of their group who has strong knowledge of the education system (basically how to run a school on a senior level)! Head teachers and board of governors make a good starting block. From what I have heard, many parent groups have formed wanting to start Special Free Schools but due to their lack of knowledge on the running of a school (including costs) they have therefore fell at the first hurdle. This isn’t just a case of coming together, forming a group and filling in an application… No, it’s a lot more long winded than that.

Parents/groups/charity groups looking to apply to open Special Free Schools need to do there homework and should realise this isn’t the only option (setting up fully independent schools may be a better, if not slightly easier process). If wanting to apply to set up a Special Free School, groups should appoint a director(s) and as mentioned, preferably someone who has some inside senior knowledge on the running of a school and importantly the likely cost that come with it.

Writing the bid is also a far from easy task, this normally exceeds a 100 pages and no stone should be left unturned! Only then is there a chance you will make it to the “Interview Stage” The Governement has set up the New Schools Network which is there to help groups throughout the process and should really be your first port of call.
Understandably, given the state of the SEN system at present (the fact that there just isn’t enough special schools in most areas and the gaps in provision is huge) many groups, especially those consisting of parents of children diagnosed with SEN, will be looking into Special Free Schools. However, I feel that when looking more closely, they may well discover things are much more complicated then identifying the need for a school, finding a site and opening one! I’m not stating that people assume its easy, just it seems much harder than I first thought, plus it may not be all its cracked up to be (just read on to see where I’m going with this)!

So, what about that of already set up independent schools? Is it beneficial for those groups of applicants? It sounds so considering these will continue to be ran independently yet receive state funding to do so! What’s the catch? Of course like everything there is one!

Firstly I should start by stating that special schools that are already setup and established will not be provided with the “Start up funding” However, it should be noted that there are some exceptions, these being special circumstances such as expanding there pupil capacity but there is still no guarantees.

The next big factor is that of admissions. Once Special Free School status is granted to those independent schools, the LEA will have the right to make them take children with varying needs, ones the school claims not to cater for. Therefore this technically means that independent schools that for example only provide education for children on the autism spectrum, will maybe be made to take children with other needs, social emotional, more complexed SEN or varying disabilities. Actually for me this is a massive issue, one that would make me consider such a change much more carefully if I was making such a decision about an independent school.

My son is in an independent special school just for children with autism and aspergers. Its a school who teach in small groups and have quite high pupil to teacher ratios. I would honestly worry if it was to convert to that of Special Free School status. I’m not being selfish, I just feel that by admitting children outside this status of SEN may result in all children not having their needs met, not mentioning the school becoming over capacitated.
I also slightly worry that dependent on how many independent schools within my postcode convert to Special Free School Status, the local LEA may try to move my child in order to save money (his at an independent out of borough school).

So… with the bad points out of the way, is there any good ones! The only ones I can actually think of is that of the reduction in tribunal cases. It’s quite simple really… Independent special schools convert to Special free school then the number of parents bringing cases to the SEN tribunal will fall. LEA’s will be much more willing to now send a child to the school as it wont be charging the independent fees it once did. This would also mean that more children would possibly be educated within their borough. For me, neither outweigh the issue of admissions (this for me just creates worry).

Whoever you are, if a Special free school is something you are seriously considering their are important issues to consider. One of the biggest is that of the pending Green paper. I ask you, with SEN provision still up in the air, is now the right time to be making such huge decisions? The Green Paper will mean a complete SEN overhaul. This includes the scraping of the SEN Statement with the “Education, Health and social care plan” taking its place. Other factors include everything from the way a child with SEN is assessed, the funding a school will receive and the possibility of a personal budget. We don’t even know what the new education heath and social care plan will even look like and if the social care part will hold any legal and statutory duty whatsoever.

Can’t this government do one thing at a time, it makes no sense to me to open Special Free schools when the way such children are provided for remains so unclear.

OK… So heres the nitty gritty on the issue of Special Free School funding
Now, there is no set capital (not that anybodies letting on) this is therefore allocated on a project for project basis. The secretary of state must take into account the estimated or “potential” costs of each individual groups bid. As already stated there is no start up funding for existing schools, only new schools (special circumstances will be given consideration)!

Do your homework, this is a government funded scheme which will mean that they want to see low costs and good value for money!
Remember, the government is still consulting on long term funding for special schools. As it stands the interim funding arrangements put in place is to receive base funding level funding of 10k per place (note there may be additional funding from some LEAs dependent on an individual’s needs (SEN statement)! Well, lets be honest, 10k isn’t much, especially for a child with complex needs who requires a number of provisions put in place like SALT and OT given on a high level.

Lastly, special free schools like other free schools should receive a bog standard grant to compensate for services that state maintained schools recive from the LA.

If considering a Special Free School, remember these only cater for children aged 5-19. This is regardless of the pending education, health and social care plan which covers children aged 0-25! This therefore gives a clear indication that before the age of 5 and after the age of 19, it may well only be the social care side which applys (here’s hoping that has some type of statutory duty attached or otherwise what’s actually different)?

So, there you have it! I hope I didn’t confuse you!

Thanks to Tania (special needs jungle) for asking me to attend the New Schools Network forum which enabled me to write this report
Please visit the New Schools Network for detailed information and advice on Special Free Schools and Free Schools

School Gate Ignorance

28 Jun

I had to write this.

Strangely following my blog post on school exclusion I was directed to a blog post by a fellow parent blogger regarding school trips and how a planed special trip organised by the head teacher for pupils who had “Not received a pink slip for unacceptable behaviour but instead done well on the schools reward system” had now been cancelled.

The Head teacher who promised the trip has now had to cancel it due to a parent complaining using the equality act.

Understandably parents were disappointed including the writer of the blog post. However most of the comments shocked me, making me release that some parents “May never get it”

I guess many of them commenters don’t have a child with SEN or even autism. Maybe they are not a parent like me who has a child who will always receive the pink slip for unacceptable behaviour no matter what he does! I feel for everyone of them children who lost out on the trip, it’s highly disappointing and very unfair for a child to feel such disappointment (believe my Child knows). However as a parent of the child who will never receive a gold star, I would never comment In the same way most have. It’s like some kind of witch hunt. Parents want the parent who put a stop to the trip named and shamed… Why? SO… there child can be bullied?

Now, I don’t even know if the child who’s parent has complained even has SEN, but in my experience the use of the equality act and that of the sudden change in plans make me assume so! I wonder if the child involved is like mine, a child who never got to go on a trip no matter how bloody hard he tried! I wonder if that child goes home and cries into his pillow because he feels rejected once again. I wonder if that child like my child, whacks his head against brick walls trying to make sense of it all, trying to actually pin point where they actually went wrong. I wonder if that child began scratching his arms till they bleed just because they were not allowed to attend yet another school trip?

Maybe I’m wrong… Maybe it’s none of the above, maybe the child is just dam right disobedient and needs a good taking down a peg or two… Who knows!

You see that’s my point! You don’t know! As a mother of a child who was discriminated against, a mother who’s child was naughty just for farting… That could have been me and if it was, to see those horrible comments… It could have broken me at one time of my life for sure

Quite honestly, the head teacher should have known better, reward systems don’t work for every child. My child would be on a red card daily because the way it worked didn’t work for a child on the spectrum like him. It took sometime but he was removed from the system and followed a different type of behaviour programme. This situation is even worse for the child who is undiagnosed slipping through the system branded a trouble maker.

Ignorance hurts, especially when it’s done when the facts remain unclear. I hate school gates and try to keep away from them! Why? Because its a fest of back biting and bitching and I just don’t have time for such crap. What type of message does this give our children.

I felt as if I was stood at the school gate as I read such comments, I felt like I now stand out like a sore thumb from many of my fellow bloggers just for writing this.

I may lose followers over this… But I don’t care… Honestly!

I blog from my heart and it’s my heart this is pouring from!

Think before you judge another especially If the picture remains unclear. We parents should stick together, the world is hard enough for our children, we shouldn’t make it any harder.

SEN Reform Aspirations – You Decide!

19 May

So, yesterday, I appeared alongside little man, in one of our local newspapers! This was for two reasons, #1 in celebration of my success at becoming a Mad Blog Awards finalist for the Second year running, and #2 the governments (Department of Education) update on its pending plans for Special educational needs (SEN) known as the “Green Paper – Support and Aspirations”

It’s this I wish to expand on, here on the blog today!

OK, the government published it’s progress report on the above paper, earlier this week. Reading the report I still find myself worried on a number of different levels.

Now, although I’m up for the whole idea of children with a disability or SEN receiving support up until their early adult years (25 years of age) the overall majority of this progress report still strikes me as worrying.

Excuse me but I can’t seem to shrug this niggling feeling I have at the back of my mind, that this is either some kind of money-saving tactic, a way of shrugging a degree of responsibility on to somebody else, or just an ill thought out process! What’s more it’s in my opinion that some of the most important issues remain unresolved or somewhat unclear let alone progressed!

Actually it would seem that some of these proposed changes, are anything other than changes at all!

For example: section 2 giving parents control!

“parents will have a clear Choice of school with equal rights to express a preference for any state funded school”

Ok, so we can make our preference known and the local authority has a duty to meet those preferences… Right?

Hang on a minute… That is unless

#A It’s unsuitable to the child age, aptitude, ability or sen

#B Incompatible with the education of other children of whom the child would be educated

and lastly… the all important factor, the get out of jail free card…

#C An insufficient use of resources

Mmm… Isn’t that how the system is meant to be working already?

Does this system actually get families anywhere currently? No

That’s why I thought we were meant to be changing it!

Scanning through the entire proposal, it seems a lot of the stuff we need changing isn’t actually changing at all, wheres the things we don’t want changing (just slightly amending) are being scrapped altogether!

These seem to be the things us parents cling to when trying to obtain efficient education for our children (remember the law states efficient is all our children require)!

A great example of this would be the graduated approach (School action & action plus) which is all set to be removed leaving parents of unstatemented children quaking in their boots, and rightly so!

So, why has the government made such a decision? This is due to their worries concerning labelling or should I say “Over labelling” Although to some degree, I agree that this is a problem to some extent, I’m also worried that this will stigmatise those that have a genuine need for additional support, support that only that of a statement can offer.

Yes we’re hearing about extra funding to train sencos and teachers but is this really enough assurance for the parent of the unstatemented child, the one that has no legal rights if support is offered or not?

We just can’t categorise these children, it’s not one size fits all! Regardless of a child’s disability, special educational needs or even attainment, every child is different! Not every child with autism requires SALT, not every child with dyslexia requires extra TA support. I remember my son always being compared to a fellow child with Aspergers in his “then” mainstream school! My child badly needed extra support with speech and language mainly due to his literal understanding of language, but because the other boy didn’t require such help, I was told little man didn’t either! I fear many will be over looked just as they are today with the scrapping of school action and school action plus. Both needed to be amended, as to allow the parents more confidence in the system, but this… I cannot see the benefits to the parents, just the governments budgets as the numbers of children with statements (soon to be EHCP) falls the piggy bank belonging to the government will fill up nicely!

I remember what it was like fighting for that statement, it was tough, I really don’t see much in the way of making that fight any easier when reading this proposal.

Looking at how the government has so far messed up in nearly every other area, it looks like its gonna be a bumpy ride ahead, so hold on tight parents, you can’t afford to let go.

Win Orchard Toys New Teddy Bear Game

17 Feb

My fab Britmums Live sponsor Orchard Toys are giving my blog readers the chance to win one of their awesome newly launched game, and what a great game it is!

 Teddy Bear Game is aimed at children between the ages of 3-6 years old and can be played in groups of 2-4 players. This is a fun but educational game , helping your little one’s to master the skill of counting and colour recognition.

 Children will have great fun as they race to collect and count the teddy bear cards before the puzzle is complete. 

 I got a peek at this game pre-launch, at the fabulous 2012 London Toy Fair last month and was really impressed with how simple, yet fun the game was (despite it being demonstrated by a fully grown man as opposed to a toddler)!

 It’s very durable and great on the eye, with a brilliant design and the use of some visually inviting colours. With links to Early Learning Goals and National Curriculum maths key stage 1, its certain to not only keep the kids fully entertained but also teach them a thing or two!  

 So… fancy trying to win your little one’s a Teddy Bear Game in our latest competition? Here’s how!

 subscribe to the blog via “Feedburner” then comment to let me know you have subscribed as well as telling me what educational games you like to play with your children?

 For extra entries you can… Tweet, “I want to win a Teddy Bear Game with @clairelouise82 & @orchardtoys http://wp.me/plAS9-18g”

 Follow Orchard Toys on twitter

 Follow me on twitter

 Subscribe to my sister blog Mummy of many talents

 Subscribe to my Youtube channel

 Follow me on Pinterest 

 Use any of the share buttons within this post (One additional entry for each used)

 PLEASE LEAVE A COMMENT FOR EVERY ACTION YOU MAKE OR EXTRA ENTRIES WILL NOT BE VALID!

 NO EXTRA ENTRY IS VALID IN-TILL THE COMPULSORY ACTION HAS BEEN COMPLETED

 Email or Twitter handle must be supplied with comments to valid all entries.

 Competition is open to those in the UK only, and will close at midnight on the 15th March 2012

 Good Luck

 T&C

Open to those in the UK only, all entries are checked and verified before winner is randomly selected. All rules must be followed and those entry must leave a valid email address or twitter handle so they are easily contacted in the event they win. All that enter need to complete the compulsory action before submitting any extra entries. Winner details will be passed to the prize provider in-order to dispatch the prize. Winner must respond to winning notification within 72 hours from time of draw or may risk losing the prize due to another winner being drawn.  

ThePrizeFinder – UK Competitions

Little man’s special school put Orchard toys to the test

10 Feb

This post is both to test the benefits of educational games by Orchard toys for children with autism when played with in an educational setting and also to look at how children on the autism spectrum play alongside one another, the development of social interaction and social skills when playing games aimed at improving such skills.

Orchard Toys are one of the UK’s leading brands in educational toys, with their games and puzzles being used within nurseries, schools and of course the home! These are games that seek to promote educational progression as-well as good old fashion fun. I’ve been incredibly lucky to obtain such a fine and well-regarded brand as my Britmums Live 2012 sponsor which is fantastic as this also means I will hopefully be able to help them on their mission!

Orchard Toys told me that they wanted to gain a better understanding and clear insight into how our children with additional needs, especially those with autism and special educational needs, play and learn, what skills they benefit from and what us parents look for when buying our children educational games. This would allow the brand a way of knowing which of their toys will benefit such children while allowing them to take any findings into consideration when creating and launching new product lines.

I visited the brand online and browsed their games section, selecting a couple of games to test.

I then had an idea and went about contacting my sons independent special school (a specialist school for children on the autism spectrum aged between 5-16 years) My idea was to donate the games to the school in exchange for some feedback on how the children found them, therefore gaining the opinions of more than one child on the autism spectrum. Instead a small group of children all with their own abilities and interest could test these games (all children are different including those children with autism, no two children on the spectrum are the same regardless of the traits they may share)! I would also gain the opinion of the teacher, a professional in education and one that understood children with autism and special educational needs. At home Little man would be forced to play this with his “typical” peers or siblings which would normally result in a war. This way I’d be able to also discover just how far my own child had come (a child taught in isolation with no peer interaction for over a year) and how he now interacts with children with similar thinking styles and difficulties with in areas of social skills interaction & communication.

Luckily, Baston House School accepted and loved the idea!

THE GAMES I CHOSE AND WHY!

What a performance, a game aimed at children between the ages of 5-12 (though this is great for the whole family including those older children) and can be played in groups of 2-6 players. My reasons for the selection are as follows: Good links to the National Curriculum in English and Maths, the encouragement in both personal and social skills and the developmental benefits it offered in terms of language and communication skills.

Players must act out certain actions, example… pretending to be a monkey, make the noise of a firework or even try to wiggle their ears. If the others fail to guess before the time runs out the child then uses a magical decoder to reveal a forfeit.

The second game I chose, was ‘What’s Rubbish’ designed for 2-4 players and aimed at ages 5-10. Little man’s class consists of children with mixed abilities and of the ages 9-11 years old. With only around 5-8 children per class, so I wasn’t worried about those older children of 11 (like my little man) as the age recommendation wouldn’t be an issue. This game again has links to the National Curriculum in the area of maths! Other benefits developmental benefits are, strategic thinking and again the development of both personal and social skills.

Little man had told me that he had learnt quite a lot about recycling at his school, so I thought this would make a great educational tool for the classroom. The game requires players to collect different types of rubbish to put into the recycling bin, being careful to avoid litterbugs.

Once the games arrived I sent them into school with Little man and here’s how it went!

THE FEEDBACK

What a Performance: The Class teacher ‘Miss Bell’ stated that the game created a lot of interest amongst the children and as I suspected it was a huge hit.

The class teacher described ‘What a performance’ as a great game & learning tool for children on the autism spectrum, she noted that the games requirement for a child to either act or mime while the remaining children guess what it is they are doing, helps the development of theory of mind, (understanding that other people have different thoughts and feeling) an important life skill for these children. The children worked in groups of 4 for around half an hour. The teacher empathised that although this may not seem long, it is however, probably the longest time the children have played a game as a group… Result!

The fact that Little man actually managed to remain engaged for this length of time given that he was in a group of 4, is such a positive for us! Before starting this school, he was taught in isolation away from his peers for almost a year, so this is a huge step in procress for both Little man and the extended family.

Lastly, it was reported that all the boys really loved the magical decoding feature that reveals the secret message on the back of the cards. It sounds as if it was definitely a great feature that helped keep the boys engaged in the game.


The children played the second game ‘What’s rubbish’ on a different day as to play both together would have been far too much for them. The teacher noted that although this is a very good game, the children found this game slightly more complicated than the first. It was noted how it took quite a few reads and one really interested child to understand it, to be able to play! It was noted that in actual fact, it was my son, Little man who was one of the first to lose interest (which isn’t surprising given it takes a lot to engage him if it’s not transport or Lego related). It’s very common for children on the spectrum to have special interest and therefore engage little in other activities.

Little man said it was more complicated as it required him to remember too much information at one time (again this is a common difficulty amongst children on the spectrum). However this game could become something of a valuable resource for improving such skills as these.

The teacher finished by stating that the format of both games was really good, really colourful and easy to read. The teacher noted how she had used Orchard Toys within her last school and remained impressed.

So, all in all, I think that by donating the games to the school, we managed to gather some great information on the benefits of Orchard Toys when used as an educational resource in the classroom.

The children clearly enjoyed the first game more than the second which makes “What a Performance’ our winner, though we think that both are fantastic.

Visit Orchard Toys for even more games and puzzles for all ages and abilities

Lastly, a huge thank you to Orchard Toys for supplying these lovely games and both the children and teachers at the school for taking part.

Autistic boy aged 9 bagged up like trash

30 Dec

I’ve heard some pretty horrifying stories involving the mistreatment of children with autism spectrum disorders & special educational needs, yet this next story just angered me that little more.

A week or more ago I was sent yet another link reporting a disgusting act of abuse inflicted on a child diagnosed with autism and special educational needs. The worse part of this story was that such abuse occurred at a place most consider to be a safe and caring environment, the child’s school! The abuse in question that was inflicted on the child by those there to teach him as well as protect him from harm was that of his teacher(s).

It has been reported that a nine-year old boy who was thought to be enrolled in a special educational needs programme and was assign a teaching aide knowledgeable in autism and SEN (special educational needs) was stuffed in a large duffel bag with the drawstring toggle pulled tightly.

The Child named Christopher Baker who lives in Kentucky in the United States with his mother Sandra Baker, was stuffed into the bag because he reportedly refused to work, smirked and throw a ball across the classroom (instead of putting it down as instructed to do so by his teacher).

Yet again we are hearing about a child subjected to crawl forms of abuse due to a complete lack of care, understanding or training! This is treatment no child should be subjected to, especially those with additional needs… there is no words for the disgust I felt when reading the report, I therefore dare to think how his mother must have felt on discovering such treatment was taking place.

Mr’s Baker, the child’s mother told reporters that she was called into the Mercer County school, in-which her child was a third grader, just a few hours after her child had arrived to start his day’s learning due to reports his behaviour was becoming challenging (he was bouncing of the walls)!

On reading this I found myself nodding, it’s not uncommon as a parent to a child on the autism spectrum, to receive daily calls from your child’s school! This is not only something I relate to but a great deal of parents, nearly all those I’ve ever spoken to know all to well as this is a problem they are presented with at some part of their child’s education, especially if being taught in a mainstream school which was the case for Little man.

Mrs Baker states that on arrival she didn’t see her child but instead saw a large green duffel type bag on the floor in the middle of the school hall! The drawstring toggle was pulled tightly only leaving a small hole. Beside the bag sat a educational aide! It wasn’t in till Mrs Baker heard, “Moma is that you” coming from inside the bag did she realise that her 9-year-old autistic son was being held inside.
As a mother I dare to imagine the scale of horror and anger this mother felt on discovering her child was actually rolled up inside that bag or worse the fear felt by the child subjected to such a terrible ordeal!

What gets me is the fact a educational aide is right there, sat beside him, like this is a totally acceptable thing to do to a child.
Amazingly there was more… to add to an already shocking situation, Mr’s Baker reports how on ordering the aide to release her son while experiencing a whole spectrum of emotions, the aide actually struggled to release the child what with the toggle being pulled so tightly meaning it took longer than it should to free him. Mrs Baker made a valid but worrying point, What if there was some kind of emergency, something relating to his health or even a fire within the premisses? Seriously, it really doesn’t bare thinking about, does it!

The mother reported that once out the bag her son was clearly distressed, sweaty with eyes like half dollars, he was noticeably in a state of shock.

Christopher stated when asked by his mother why he was in the bag, it was because he didn’t do his work! Later reports from various publications state that it was this with the additional factor, he smirked and throw a ball across the classroom. Seriously, do you see this as “Challenging behaviour” It was my understanding that if a child doesn’t do his work a good teacher knows how to deal with such an issue, what good is a teacher who does not uptake and embrace such a challenge of finding a way to engage a child in such classroom activities? As for the smirked or even the ball throwing… god only knows how my son would have been treated if in this child’s shoes, for he has done things considered a thousand times more challenging while attending both mainstream and special school.

What I read next deeply troubled me and I’m guessing the whole nations parents to a child with additional needs felt somewhat the same!

Reports claim that Mrs Baker was told that the bag was in fact a type of therapy bag used as therapy for Christopher’s autism! If this isn’t a shocking enough revolution, Mrs Baker also states how she was then informed that this was not the first time her son was placed in the duffel bag!

I have to admit, having read the story I needed to stop reading for a while! I then cried for a number of people and reasons! I cried for the child in question and any other child like him subjected to such cruelty, for Mrs Baker and the emotions she felt on such a horrid discovery, but more so due to my anger at the fact the school have somehow justified such actions by branding them as therapy when really its just another use of child abuse! If I, or anyone else who parents a child on the autism spectrum, regardless of what country they were from, stuffed their child into an oversized duffel bag, leaving only a small gap for ventilation and then claimed it to be therapy, we would have our arses slung in jail and any children in our care removed and rightly so! Yet if the child’s teacher is to do such an act it is instead seen as therapeutic? Bull S#%t! It’s a joke and a massive act of injustice.

Although the case is still under investigation Mr Dennis Davis (who is reported to be the interim superintendent) stated that under state and federal confidentiality laws prohibited him from commenting! He could therefore not confirm nor deny the allegations made.

Now, Little man has thankful never been stuffed in a duffel bag as punishment, but as many know he was treated in a crawl and undignified way while in his mainstream school! Little man was carried by his arms and legs in front of other pupils through the playground, he was restrained, taught in isolation, never included in educational trips or class activities (instead left with a TA in a side room during Christmas assemblies and class parties, only close enough to hear such activities taking place). There were other things, things left unproved, Little man’s word alongside other pupils against a string of adults, incidents not fully investigated or investigated at all!

At least he eventually got a written apology, given just before the pending tribunal for disability discrimination! Mrs Baker and her son have yet to get even that!

It’s my opinion that the laws (or lack of them) surrounding restraint and isolation against children with Special educational needs both here, the states and a whole host of other places, need to be changed! Just like here in the UK, there is no laws protecting children from such actions of those above. Yes, I understand that the child who endangers his teachers, peers or themselves may need to be restrained, but in what way? It’s my opinion that this child did none of the above, he was not a danger, just a child with autism and SEN, yet regardless, how is placing a child in a duffel bag considered to be anything other than abuse?
There is no hard guidelines and practice on what is considered to be lawful restraint as I know from experience here in the UK there are far to many loop holes! How is it that most teachers teaching throughout our schools hasn’t received special training on how to handle such challenges, especially when mainstream school’s across the entire country and beyond are finding themselves educating children with autism, SEN, EBD (emotional behavioural difficulties) ADHD and a whole host of other conditions?

Sandra Baker and her son Christopher, may not live here in the UK but their story is still a story that deserves recognition by us the british public! Mrs Baker is now campaigning for those involved to stand accountable either by losing they’re teaching position or at least being fully trained to meet the needs of children like Christopher! I for one think this is more than reasonable, as in all honesty… I’d be calling for a prison sentence myself (the chances of such happenings are minimal) though it is my opinion that a person capability of such an offence should never be allowed to work with children again! Whether this is in a teaching position or that of another all together.

So… What I’m asking all my lovely loyal readers to do to help Sandra and Christopher Baker in their campaign for justice? First, if desired please watch the news report where Sandra and Christopher can be seen talking about this terrible turn of events…

Then, all, I ask is for a few seconds of your time to sign a petition on Change.Org.

This petition has already began to grab the nations support already holding an impressive 147,126 people’s signatures of those in the States and around the world! It was set up by 18-year-old Lydia Brown who is also on the autism spectrum and created the petition having heard the story and seen the publics reaction to it!

For those bloggers (especially mummy bloggers) who read my blog I’d love for you to share this and engage others to sign the petition, whether that’s via a little tweeting, a small post, or a bit of facebooking! I know I have some pretty influential contacts so please help Christopher get justice for the abuse he suffered.

Autism Awareness Ribbon

Image via Wikipedia

How well do you really know your child’s teacher?

18 Sep

How well do you know your child’s teacher? This Is a question I’ve had to ask myself a number times!

After a recent discovery, I would suggest you ask yourselves that very same question, regardless of whether your child has special educational needs or not!

Here’s why…

A few days back I made a horrid discovery that meant I had to continue on with my day with this great anger manifesting within me.

I had this inability to filter out the hideousness of it all, my blood was boiling and a thousand questions bashed away at me.

  Last year I joined the TES social network and forum. No, I’m not a teacher, however It was during a period of home schooling my Little man as a way to avoid permanent exclusion. I have seen some things on the site that I normally take with a pinch of salt, yet a few days back, on receipt of a monthly newsletter that changed.

The TES website is the main and biggest UK resource for educators or those working within education. It contains job listing, a resource centre, the latest updates in relation to education, a forum covering a large area of subjects up for discussion, downloads including work-sheets etc, and much more.

On opening the email I discovered the updates were all mostly aimed at new teachers in-way of tips and advice. As always I had a quick scoot through to see if there was anything in relation to SEN (Special educational needs) and the pending ‘Green Paper’ when something caught my eye. 

The header read: NQT (Newly qualified teachers) Advice

and under that a link that read,

“Arm yourself with a few of those tried and tested one liners and you’re ready to deal with the thickest pupils” 

 curious I hit the link and was taken to the TES Forum

It was here that I unearthed one of the most disgusting threads I have ever read.

This thread contained over 600 comments from UK teachers, there was over 60 pages and posts,  dated from 2008 to the current date.

This thread contained one liners and put downs provided by teachers, these contained methods of humiliation, bullying, discrimination, sarcasm, abuse, threaten violence and inappropriate  language (including that of a sexual content)

Now before I go any further, please let me explain why this thread had me so mad it had reduced me to angry tears!

First the comments were worrying and the one liners should not be used on ANY child, the way the teachers spoke to each was worrying, and the names they publicly referred to us and our kids, Sickening!

Secondly, My own son with Aspergers has been treated in such away and as a result he has self harmed by smashing his whole body into brick walls, banging his head and scratching his arms till they bleed. He, like many others with some form of autism, tends to take things with a literal interpretation meaning the use of  metaphors and sarcasm are most dangerous.

Below is an example taken from a screen shoot. This key stage one teacher isn’t particularly rude, however the way in which she speaks about her young pupil is cold and frightening. She states he winds her by not sitting still and continuing to touch children and objects (playing with their hair etc) I don’t know if I’m correct, I’m just a parent, but some of what she describes here highlights possible autism traits or SPD even.

All she wants to do, is give him a right telling off, but instead choses to mock him in front of his peers.

Classy!

If this child does have a condition like those I’ve stated above, or some form of special educational needs, this will undoubtedly knock an all ready low self-esteem.

Is this how you want your 7 year old treated when at school?

Now, Im sorry if this post is rather long, it would have gone on forever if I the time to include the high number of comments that outraged me so much I blogged about it!

I have taken some screen shoots but will not be able to include them all, I shoot over 100, So, I’ve also quoted a few of the so-called “tips”, and hideous boasts provided by what are meant to be highly qualified teachers.

The fact is, that there are over 600 comments within this one thread from Teachers who started commenting back in 2008, when the thread was started and happily continue on today in the same disgusting manner is highly wrong.

There were only a handful of outraged teachers who left comments to state their shock at some of the comments left by those who are sadly in the same profession, however they just responded by mocking them and starting nasty argumentative comments, nevertheless it was comforting to see one or two teachers who cared.

With over 600 comments, what’s the chances that one of these teachers is the teacher of your child?

Maybe not today, maybe not even next year, but one day!

I say let’s speak up for our children!

Lastly, before I share some of these shocking statements, I ask, how is it, that this hasn’t been picked up by the media?

Has it? if so why don’t most know this thread exists?

What ever the reasons, it’s worrying that our teachers are quite openly sharing these sick so-called ‘Tips’ while laughing their arises of at our children.

I warn you, If your easily shocked, then GOODBYE you really should stop reading NOW!

Below is the very first comment (which kicked of the thread in Januray 2008)

‘I’m having a real problem with behaviour at the moment. I’m not very good at quick responses to pupils comments. I know I shouldn’t get in to a discussion with them but I’d like to have one liners to use.
Can anyone think of any common things pupils say, and a quick come back that works. Other than of course just ignoring it, which I try to do with most silly comments.
Here’s one…
“This is boring..”

OK, guys here are some of the responses and in no particular order! (Note I corrected many of these teachers spelling mistakes, that’s shabby)

“To the usual issue between students with one complaining.. sir he…

‘Hold on….. you are mistaking me for someone that cares….. sort it out without violence’walk away and ignore the 2-3mins of poor behaviour” 

“There a fine line between comebacks and getting aggressive to get your revenge – normally the line depends on how much sleep I’ve  had”

“I teach a mixture of abilities in years 10 and 11. I remember a particular individual being silly and making the odd comment. My reply on one occasion was “how Jovian”. The individual thought this was a good thing. But the brighter students knew. They knew I was referring to the Jovian (as in the planet Jupiter) atmosphere between his ears. . . . Dense and uninhabited.”

“To a very mouthy, arrogant year 10 kid, who constantly demanded my attention “Miss, I NEED HELP NOW!”.

In a gentle, caring voice: “I know sweetheart, but you’ll have to accept it’s going to take some time. I’ve spoken to various pyschologists and psychiatrists, and we’ve agreed that, with a careful program of support and intervention, we may be able to help you”  

“What’s wrong with verbally flattening pupils, showing them up, if it’s what they need?”

“48 – Excellent answer.

22 and 44: “Are you gay?”

Reply:
1. “No, but thanks for the offer,”

2. “No, but I would be if I thought my next kid would turn out like you.”

3. “Let’s keep that between us.”

4. “No, but I’ve slept with a few people who are.”

5. “Yes, but I only fancy attractive people, so you’re safe.”

In regard to self esteem, if dwarfs can threaten me with violence and imbeciles can call me stupid, I think they’re not lacking in self esteem, merely in contact with reality: if they don’t meet defeat in the safe environment of me answering them back (however uncaring this might seem), then they will in later life when someone less patient punches their lights out (which is rather more uncaring.)”

“Y9 boy, ‘Sir, why do you support Millwall, they’re s**t!’

Me, ‘I know, but you’re ugly & your mum still loves you’.”

Whenever a kid says something along the lines of ‘You can’t tell me what to do, you’re not my dad’ I reply:

‘No, if I was you’re dad you wouldn’t be so ugly’

Today a child working said “this is shlt”. My reply was “Your work usually is!

“Ooh, ooh! I just can’t wait for September now I’ve seen this!”

“When some little darling is swearing at you say! Please stop swearing, you’re not at home now”

“To a child who is being loud, unruly, unco-operative etc:
“Look at Brett everybody, he’s forgotten to take his pill this morning. See what happens when you forget your pill”

 “Child: You’re gay sir

Teacher: Even if I was, I wouldn’t  fancy someone as ugly as you! Child: you’re a  crap teacher

Teacher: Perhaps, but at least I can read and write”

“Me muttering when walking away; ‘soap in a sock….leaves no marks…’
they look worried at that, think you have gone mad…”

“This is school, not the Muppet Show. “

“Best one ever was;

kid: ‘Do you use contraception miss?’

during a year 9 PSHE lesson. I was speechless for a second and then responded with;

‘Yes, I usually stick your photo to my boyfriend’s forehead, and it seems to do the trick!”

At which the other kids collapsed laughing and after about ten minutes of looking blankly at his exercise book, the kid in question said ‘Are you saying I’m ugly?”

 

“one of the best I heard was pupil to pupil.

Pupil 1: you’re f*cking ugly!
Pupil 2: yeah, well your mum ain’t complainin’ !”

“Ah bless, are you finding this really difficult? Usually works…”

“I have also managed to convince my class that the IWB projector, smoke detectors and alarm sensors in the school contain cameras-I’m sure this wouldn’t work with any children older than KS1 …’
Actually it still works with Year 9!”

Just remember that the Government plans to up teachers powers when dealing with behaviour!

Can you just imagine what will happen then?

Click here for the TES website & here for the thread in question.

Please leave your comments to show your thoughts and help get some action.

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