Secondary Transfer and SEND- the appeal process

Everybody tells you the appeal process for secondary school is awful. Actually awful does not begin to express quite how dreadful it was. It ranks right up there with some of the worst experiences I've ever had. I do know we were incredibly unlucky with the panel we ended up with, but even so, the whole process seems weighted towards the school rather than the child.

We did a lot of research before submitting the appeal document. You have to state why you want the school you are appealing for and why the allocated school is not the right one. Having the evidence was not an issue for us. The allocated school was the one that thought a drawer was sufficient support for Type 1 diabetes and despite already having children in the school  with Type 1, had not been on training for at least five years. We had letters from the primary school head, the Y6 class teacher, the hospital consultant (who happens to be the leading paediatric consultant for Type 1 diabetes in the country) from a couple of my son's friends who would recognise the signs when my son was having difficulty with his blood sugar and a letter from a parent who lived right next to the school and would be able to look after my son if he was too tired or unwell to get straight home. (In fact a whole raft of people offered help and support and we just chose a couple of their letters) We had every angle covered and everyone said if we were not successful at appeal then they could not imagine anyone would be successful. Appeals were set up for exactly this sort of occasion and this type of appeal would surely be a shoe-in.

I know now that the appeal was never going to win no matter what we had done. The panel was clearly biased and not carrying out their duties properly from start to finish. Having never been to an appeal however, you do not know things are not working how they should be. The first part is where all the parents appealing are called together and the school states it's case about why they have not got a place. What I did not realise is that the appeal panel should have challenged the school on it's answers, so when they said they had lots of bullying (which was a pretty daft thing to state but it was obviously because one parent was appealing on the grounds of bullying)   the panel should have followed that up by asking if they thought they had more than average levels of bullying and what they were doing about that. The school was never challenged on anything they said. So when they were asked why they did not admit on medical grounds, the glib reply was 'well you can always appeal'.

I admit I'm finding it difficult to write about the individual appeal panel, even though it was some months ago. It was nothing short of a personal attack on a woman by two men, one of whom should not have been saying anything at all. I went with my husband and it started ok, with me reading out from a prepared speech, because I knew I would get nervous and forget what I wanted to say.
I got to the part where I wanted to talk  about blood tests. Children with Type 1 need to do blood tests- which are finger prick tests- to measure their blood sugar and make sure it is in range. These need to be done regularly throughout the school day and more frequently if the blood sugar is too high or low. The allocated school was arguing with me over my son being allowed to do this in class. The allocated school wanted him to go to an office to do all the tests, which is not good practise as the tests take a few seconds and if his blood sugar is too low he should not be going anywhere else but test on the spot. So I took a blood test kit to show the panel in case they had visions of tubing and gallons of blood. 
I got the test kit out and the chair of the panel interrupted me with "put that away, it is not show and tell." Apart from being rude, it completely threw me and I lost the flow of what I was saying and I felt as if I was being told off.
I continued as best I could and then the Clerk to the panel interrupted me to tell me I was wrong about not being able to put a disability on the admission form. The clerk is only there to take notes and should not have been speaking except on a point of law, which this was not. He argued with me and when I tried to defend myself the chair told me that,  if I was not quiet he would ask me to leave. Anyone who knows me will know I never raise my voice, I do not swear and I'm always polite even when disagreeing with someone. While the chair was telling me off I had one of those moments when you think . is this really happening? Is this man actually speaking to me like I'm a small child?

After this point I was shut down on everything I said. When I tried to explain why training was so essential (if my child has a severe hypo and no-one knows what to do, he could die) the chair said we should move on to questions now and I was unable to finish. Afterwards I realised they never did this to my husband, he was allowed to speak. The two women on the panel never said a word. 
The final question was so shocking I actually could not speak at all. We were asked if we knew anyone who had died from Type 1. Yes, actually we do, but being asked that in that particular situation was so shocking I was unable to say anything. This was the very reason we were appealing, because we did not want our son to become a statistic and yes, our consultant was an expert witness against a school that had neglected to do it's duty. 
At the very end the chair told us we could now sum up or just leave our notes and he urged us to just go. I was so battered by this point and already convinced they had made up their minds I just handed them the notes and left. I went outside and cried and said to my husband they were not going to find in our favour because they wanted to teach me a lesson. This is a panel that should have been neutral, yet it was the furthest from that point you can imagine. 

When we eventually received the panel decision (I say eventually because it was delayed and our nerves were so frayed by that point we did not sleep that night)  they of course did not find in our favour. That bit was no surprise, but their reasons were fabricated and twisted versions of what we had said. The response also contained factual errors with bits that were clearly not part of our appeal and even had the wrong name. The main reasons given for not granting the appeal were that he would make new friends (not anything we discussed in the appeal or on paper), that they had considered the consultant's letter but as anyone could access that hospital they gave it low weighting (no I didn't understand that either) and that all schools should be following the medical conditions in schools statutory guidelines. Yes, of course they should, but it is like saying all schools should be outstanding when they are clearly not. Worst of all we have no come back. We cannot say they have entirely missed the point and behaved in an unforgiveable way. Well actually we found out, for the latter we can.

You can complain if an appeal panel has interrupted you repeatedly, which they did, and if they did not allow you to sum up, which also happened. So we complained and the body overseeing academy appeal complaints found that there was evidence to investigate. But investigation consists of asking the appeal panel what happened and not asking us any of the details. Of course the panel is not going to say they did all the things they were being accused of (do any complaints ever get upheld?) and they wrote another piece of fabricated evidence, including that the whole thing went on for much longer than it actually did and apparently I started going 'um' and 'ar' so they had to interrupt me. Again we have no come back or right of response so we have to accept the allocated school at least for this year. 

Secondary Transfer and SEND- The application process

This time last year we were doing the rounds of secondary schools for my son. Apart from the usual things parents look at when visiting a secondary school, we had the addition of a disability to consider. My son has Type 1 diabetes, which I now know would cause us endless problems and sleepless nights.

My son's primary school was brilliant. Not only is it a fantastic school, they understand inclusion and despite the fact that he turned up in Reception having just been diagnosed, the school did not miss a beat. My son was not disabled by his condition and the school supported him magnificently. He took part in everything and went on school journey for a week, something many children with Type 1 never get to do. I never once had anxiety about how the staff would cope and whether he was safe, so I was looking for the same in secondary school.

The past year has taught me a lot about the rights of children with disability and the legal requirements. Every school we visited we asked the same questions about how they would manage Type 1. Only one school was actually keeping within the law. Of the schools we visited, most said they did nothing and were not prepared to attend training. One school told us they provided a drawer. When I told them that training was free, their response was that everyone was too busy to attend. All but one school passed me down the chain, away from the SEND team as it is clearly not understood that Type 1 is the D in SEND.

But one school stood out and it happened to be our local school. Everyone we spoke to understood about Type 1, including the Head. They could give us examples of reasonable adjustments and they understood the impact of Type 1 on learning. So this was the school we wanted for our son and as we live less than half a mile away we had reasonable expectation of getting.

What we were not expecting was that the application process itself would be heavily weighted against us. I went on the admissions site and found, to my horror, that there was nowhere on the form I could put down that my son even had a disability, let alone specify the school. I believe this occurred because he was diagnosed after his primary school application so there was no way to amend his details. In addition the school we wanted did not admit on medical grounds and as the primary school had managed so well we had no need of an EHCP.

I contacted the local authority and they assured me I could attach the letter from the consultant to the application and that as we lived so close, statistically we were more than likely to get in. These were words that would come back to haunt me.  That year the school had 141 siblings and only 88 places in the geographical area. We can see the houses where the children got a place, but my son did not. I have not slept properly since March 1st last year.  We knew we had to appeal...

Book reviews

I have had the great good fortune to be asked to review lots of children’s books over the last few months. I had not written a book review for some considerable time and I realised whilst writing the reviews for the books I had read, how essentially dull writing a review can be.

The exception was when I got tremendously excited about a particular book I had read and then it became much easier to write. Often, however, we expect children to write reviews about many of the books they read and children may find this task dry and unexciting.

How can we make it a more enjoyable learning experience for children ? This is particularly important as the aim has to be to create lifelong readers.

· Ask for something different each time so it is neither boring to write or read. E.g. give it a rating in stars or smiley faces and the next time just talk about the character you might like to meet and then next time make it an advert for the book or a picture of your favourite part of the story. Variety, as they say, is the spice of life.

· Vary the audience- If you have a computerised library system, they quite often have opportunities for book recommendations for other children to use. Or it might be a review for the teachers so they can suggest books for their class, or a sort of what to read next if you liked a particular book.

· Instead of writing book reviews try reading them and see if you agree with the reviewer.  Readingzone.com,  https://www.primarytimes.net/reviews/book-reviews, and most newspapers.

· Write letters, to parents, friends, teachers about the books and get them to respond with comments and questions.

· Put comments on Twitter– it is easy to link with authors there and they usually respond if you say positive things.

· ENJOY the books!

Homework

I’ve seen homework from all sides now– as a child, as a teacher and now as a parent– and I have to confess I grow less and less sure that there is any value in homework at Primary School level.

My own memories of homework are of learning spellings, doing comprehensions which I found incredibly dull and pages of maths calculations (also very dull). As well as this I had endless ‘What did you do in the holidays?’ type projects, which only became exciting the summer my little brother was born, and then I really wanted to write all about that.

Broadly speaking you get three types of homework children; those who always do it and get it done quickly and independently, those who have lots of help from their parents and those who never really get round to doing anything very much.  Some parents love homework, particularly ones where they can get their child to sit and do a worksheet. Most parents hate the ‘make a model of the Parthenon’ type homework, especially if they feel they have to make it themselves, so it resembles the edifice being asked for. Some parents like to know what their child is doing at school and therefore like to see this in the homework they bring home– but is it a true reflection of what is going on in class?

Personally I can see very little value in the homework being sent home. None of it is too much for my children to manage– a very important factor, as I’d much rather my children were playing on the weekend– but neither does it do very much in terms of helping them learn. I would much rather they had just reading and then may be a question or two to talk about with me. Instead the older one has a comprehension exercise which is not terribly exciting.  My oldest child reads all the time and I’d much rather we spent the homework time talking about what he is reading. I also think that this kind of discussion would support his reading far more than a comprehension, as we could discuss the book in depth. Parents would just need a few generic questions each week to support this kind of learning.

When I was teaching I always tried to send home some sort of speaking and listening homework rather than worksheets. Whilst some parents would groan at the thought of talking rather than just leaving children to get on with it, the quality was always significantly better and could be used in school. I also used to set ‘going to the library’ homework. Knowing how important regular library use is, setting it for homework ensured a far larger proportion of my class actually went.  Again some parents could not be bothered or had no time one week, but when the majority had got used to the idea that this would be part of the homework every few weeks, more children started to go. I used to set simple tasks, sometimes related to topics covered in school, and it helped the children understand how libraries are organised and even how the Dewey system works.

One of the most successful homework tasks was getting the children to become a ‘helpdesk’ at the end of a telephone line. The children had to teach their parents what to do with a computer or board game, but over the ‘phone’. The parents then had to evaluate the service they had received. This was specifically for work on instructions, but it could easily be adapted for other uses.

You might very well have cracked the homework conundrum and only send home really worthwhile and interesting tasks. If so, please let me know!

Early Years- Books or phonics?

Believe it or not there really is a debate on whether Nursery aged children should be taught formal phonics lessons instead of having books read to them. It was born out of the sincerest of motives, to try and narrow the gap between the most disadvantaged children and those who have a background rich in language and literature. Considering the latest OFSTED report 'Bold Beginnings', it seems appropriate to discuss this issue now.

Whilst the intentions are obviously very good, it seems to me, entirely unnecessary to start children on formal phonics teaching whilst they are so young.  For a start there are  few Nursery teachers who have had detailed phonics training and I suspect it would be quite overwhelming for some without such training. More importantly, there is plenty already in place that a good Nursery or preschool can do that will actually have more impact.

· Read to children, all the time. Good quality children’s books introduce pre-schoolers to a world of language. They will encounter words and ideas they might never meet in their everyday lives. Take Pumpkin Soup by Helen Cooper, for example, it is crammed with wonderful vocabulary, including words like squabble, row and racket. It has marvellous rhythmic language and detailed, rich illustrations. The potential for learning through books is enormous, particularly in this age of hundreds of amazing books being published all the time.

· Use Phase 1 of  Letters and Sounds. It is, for a Government publication, incredibly well thought out and researched. It is based on good Early Years practice and is easy to use as well as being free. It gives opportunities for children to learn all the basic skills in small groups and bite sized pieces. Most importantly it focusses on hearing the phonemes. Being able to hear phonemes is more important at this stage than recognising the letters, as hearing all the sounds in words is often the sign of a good reader. Children in Key Stage 1 who struggle with blending and segmenting, have often missed out or failed to grasp Phase 1. Without it, all the letter recognition in the world will not make children into decoders or readers. Phase 1 also is part of a rich language curriculum and using it enables children to explore language, through, for example, rhyming words. 

I will use my own children as examples of children learning phonics. They both attended the same outstanding nursery and are not the target children, in that they had a rich language environment at home. I never, however, did any sort of teaching with either of them, we just read to them a lot and they were regular library visitors. 

My son is one of the oldest in his year group and also a fairly mature child. He became very interested in letters and sounds when he was at nursery. The nursery taught Phase 1 but realised my son wanted something more and was ready to try new things. They responded to his questions and showed him letter formation when he asked for it. Unusually my son wanted the phonics so he could write rather than read. Rather than being bored when he started Reception, his very able teachers interested him still further and consistently challenged him. Learning phonics was, for him, very active and all about application.

My daughter, in direct contrast, is one of the younger ones in her year and not particularly mature. She was not even remotely interested in phonics, reading or writing, whilst in Nursery, which was not a problem or an issue for the staff, and happily no-one tried to force her into doing anything she did not want to do, as they recognised this would be entirely counter-productive.  When she started school she had no idea of phonics and the only letter she recognised was the start of her name. Once formal phonics teaching began with Phase 2 of Letters and Sounds my daughter quickly picked it up and within a few weeks had begun to read and write. She was approximately the same age as my son when he showed an interest, but had started school significantly younger.

Both of my children were ably supported at an appropriate level at Nursery, neither of them would have benefitted or even been interested in formal phonics lessons at that stage. In fact one of the Nursery staff once told me they would not be teaching the children to read. I said 'good' as I did not want them to have formal lessons- but actually she was wrong; through excellent play and speaking activities, they did indeed teach both children to read, through giving them the right foundations for doing so later on.

Lastly, why are we forcing younger and younger children into formal education? There is no evidence that the earlier you start formal learning the better the outcome. In fact, countries like Finland, which have very good outcomes, do not start children in formal school until they are seven years old.  Nursery aged children need time to play and the freedom to learn through play, including learning about language and phonemes. They need wonderful books and richness of language to become story tellers as well as readers. There is no rush; they are in formal education for so long, there is no advantage in trying to get them there sooner.

Book reviews

I have had the great good fortune to be asked to review lots of children’s books over the last few months. I had not written a book review for some considerable time and I realised whilst writing the reviews for the books I had read, how essentially dull writing a review can be.

The exception was when I got tremendously excited about a particular book I had read and then it became much easier to write. Often, however, we expect children to write reviews about many of the books they read and children may find this task dry and unexciting.

How can we make it a more enjoyable learning experience for children ? This is particularly important as the aim has to be to create lifelong readers.

· Ask for something different each time so it is neither boring to write or read. E.g. give it a rating in stars or smiley faces and the next time just talk about the character you might like to meet and then next time make it an advert for the book or a picture of your favourite part of the story. Variety, as they say, is the spice of life.

· Vary the audience- If you have a computerised library system, they quite often have opportunities for book recommendations for other children to use. Or it might be a review for the teachers so they can suggest books for their class, or a sort of what to read next if you liked a particular book.

· Instead of writing book reviews try reading them and see if you agree with the reviewer.  Readingzone.com,  https://www.primarytimes.net/reviews/book-reviews, and most newspapers.

· Write letters, to parents, friends, teachers about the books and get them to respond with comments and questions.

· Put comments on Twitter– it is easy to link with authors there and they usually respond if you say positive things.

· ENJOY the books!

Phonics teaching- argument? What argument?

I'm always slightly baffled by the incredibly ferocity of the arguments over synthetic phonics teaching.  There is no real argument; synthetic phonics work, the end.  Yet that does not stop people on both sides of the argument firing off pretty dreadful comments on forums and blogs. It is enough to make me pause before posting items about phonics and it is usually my blogs about phonics that get the most hits- though fortunately never any trolling because of my views!

I have to admit, when Letters and Sounds first came out I was deeply cynical. I thought, if it was that easy why weren't we all doing it decades ago? Now I just think, why weren't we doing it decades ago? Teaching phonics in a really systematic way works; it enables children to read and I really cannot see why people argue about it, as it is a fact. In my very long teaching career I have only ever met one child who completely failed to read learning phonics, but then he completely failed to learn to read at all. He had a very specific learning difficulty which meant his maths was fine but he was unable to remember letters or sounds and had to have the maths paper at Y6 read to him. That is one child out of hundreds who did not make a success of reading through phonics- not a scientifically conducted test, but pretty compelling none-the-less.

What I have seen is Year 1 teachers amazed at the jump in standards when Reception started teaching systematic phonics. Year 1 teachers could not get over how much better the new Year 1 children were after a year of phonics teaching. This was noticeable, not only in reading but writing too. By the end of Reception children can have a go at spelling any word they want to and whilst they won't yet know all the variables involved in spelling, they can make a pretty good stab at  some very complicated words. How amazing to be able to give children the gift of being able to write as well as read!

Some of the more anti-systematic phonics brigade seem to think that by teaching phonics you are not teaching a love of books. I do admit some of the very phonic based books are not great literature, but they serve a purpose, namely to support early reading through using phonics skills previously learnt. No-one is suggesting that children only read these sort of books, but merely that they learn to read with this type of text, as it supports them. They can then read plenty of other, wonderful children's books at the same time. So, for example, alongside learning Phase 3 phonics from Letters and Sounds in Reception, a child could be reading Shark in the Park by Nick Sharrett which amply illustrates the use of the /ar/ phoneme, or Mr Magnolia by Quentin Blake, which goes beautifully with Phase 5 /oo/ graphemes in Year 1.

Amidst all the arguing it seems to me that the essential fact has been lost, namely that phonics teaching is the tool not the end goal. The end goal is learning to read, which requires both phonics skills and comprehension. Once again,  good phonics teaching allows for this, with fantastic words littered across schemes such as Letters and Sounds.  Within the first weeks of phonics teaching children are learning words like nip, sap, din and nag and in order to read and write they do need to have the understanding of the word meanings that go with this. I know the decoding check seems to be demanding the opposite, with half of it being made up of 'nonsense' words, but these words will not improve reading standards, where as good phonics teaching will.

Then there is the argument that the test is biased against good readers. My son was one of those children, he was reading fluently by the end of Year 1. Having had excellent phonics teaching it made no difference to the outcome of the decoding check, he had just been taught that he should always use phonics as his first strategy, so that was what he did. Interestingly, in the word by word breakdown of the decoding check outcomes, it is always words with split digraph, whether nonsense or not , that have the lowest number of children read them correctly. The simple solution is to make sure teachers revise split digraph just before the decoding check. It would appear children are not phased by the nonsense words at all if they are used to using phonics as their first strategy when reading.

So you see I really do not understand the arguments at all (or why anyone has to be unpleasant about it, whatever their view). I have visited many schools as well as taught hundreds of children. Systematic phonics, when taught well, has meant great success for many children and there can be no argument in that.