Sue Peacock SEND Support

27/01/2025

A good resource for parent carers.

Carefree transforms vacant accommodation into vital breaks for unpaid carers.

17/08/2023

Has had a wonderful update today from a family I worked with 5 years ago and annually after. Absolutely amazing results meaning they can move on to the next stage of study. Well deserved for a wonderful young person. Also a good day for my own son who has a confirmed apprenticeship from September.

This is the next step when the correct support has been in place and this is the reason we work so hard alongside families to secure plans, placements and provision.

06/01/2023

55 minutes into my day and I have stepped away from my computer to take a moment as I am already feeling irked.

What I don't think I will ever understand is how people in job roles can be so convinced they know what is best for a child that they name placements and pressure parents to send children to wholly inappropriate settings and usually with inadequate support.

In the majority of cases we then witness children experiencing significant burnout, crisis, mental health issues and inability to attend. The children are completely broken by the incorrect decision made in an office on paperwork alone.

Following this comes a tidal wave of blame, laid at the parents and demands to prove how ill the child is because there is no evidence from the required services - CAMHS with waiting lists in excess of 6 months or EP when the LA don't commission further EP so soon after assessment and, let's face it, their EP failed to identify the risks.

In the midst of this is lodging and planning for tribunal whilst managing a significantly unwell child and trying to hold on to a job and usually having to give it up or cling on to the few hours you can manage around your child's needs. A parent, having to prove to a court their child's needs with paperwork from professionals that, due to failed placement and school trauma, is already outdated.

To prove needs with updated evidence is costly and time consuming and in the current climate can push parents financially beyond their means.

The system isn't broken but the people working in the system need to take a long hard look at themselves. If decisions they have incorrectly made have ever led to devastating consequences for children, they need to own it and apologise. They need to be clear it will never be allowed to happen again from their decision. They need to be open to learning from their experience rather than turning the blame to parents who just need to send their child to the setting they are still convinced is right.

On some days, I cannot fathom how people can see the evidence of their actions and still attack parents and the children themselves. I asked my husband last night if these people actually feel bad for what they do and he told me I already know the answer.

The kettle has boiled and I must go back to turning the tables and showing the truth, arguing the reality and advising on what can be done to support children until we can get to tribunal.

The end goal us worth it but the journey is hard and walking that journey with so many sometimes just hits me in the heart.

15/11/2022

I am not sure if crying will ever not be a part of my job.

Its the finish line that breaks me. Its getting there at last. Its the families that are finally able to breathe a sigh of relief and step forward with me in the background or without me at all.

For the ones that move on, I occasionally hear in months or years with pictures, reports or achievements....and I cry all over again. Because they did it. Because they achieved what was always inside.

For those at the end of the journey or taking the first positive step, I then pick up the ones stepping into the abyss. Ready to find them in their darkness and grab their hand. Ready to walk with them so they are not alone.

I couldn't do this without the fabulous Carol Buss behind me who grounds me and does everything and then some to go above and beyond.

08/07/2021

Warwickshire parents-

They claim to be campaigning against a 'crisis in education' in Warwickshire

15/04/2021

What is ODD and how can this affect your child within the learning environment?

Oppositional defiant disorder (ODD) is a disruptive behaviour disorder in children and teenagers characterized by patterns of unruly and argumentative behaviour and hostile attitudes toward authority figures.

The behaviour of a child with ODD is much more extreme and disruptive than normal and occurs much more frequently than difficulties expected at various stages of childhood development The condition affects about 3 percent of children and occurs more frequently in boys than girls before adolescence. according to the DSM-5.

ODD is diagnosed when a child or teenager constantly behaves in extremely negative, hostile, and defiant ways that disrupt their home, school, and social lives and continues for at least six months.

Children with ODD usually direct their behaviours and anger toward their parents, teachers, or other authority figures, though they may also have problems with their peers.

They are often reported to be uncooperative, vindictive, and easily annoyed, will refuse to follow rules, throw tantrums, blame others for their mistakes, seek revenge, misbehave, or disturb others intentionally. Symptoms may be directed at one person or many people and may occur at home, at school, or in multiple settings.

If your child has been diagnosed with ODD, they will need teachers who are able to understand different techniques in order for the child not to become overwhelmed. The provision will need a safe space for children to calm and to rethink any behaviour or desicions they have made.

Does your childs school meet their educational needs?

Please contact us if you need any help or advice or click on the link below to the website for further information...

https://send-support.co.uk/

09/04/2021

What role does a speech and language therapist (SALT) have in considering educational needs?

A speech and language therapist has a vital role in considering any underlying language and communication difficulties of children and how these can impact on their ability to access education and make academic and social progress.

Often children with ‘surface sociability’ or who seem to be making some progress in lessons will not be considered for further assessment of their language profile, however there is more to language than the ability to speak. A speech and language will look at expressive and receptive language, inferencing, language processing, ability to understand the thoughts, feelings, actions and intentions of others, emotional vocabulary, auditory difficulties, social interaction and communication and other areas that may affect your child within the school setting and in their every day interactions.

Do you have concerns around your child’s needs in relation to communication and interaction?

Please contact us if you need any help or advice or click on the link below to the website for further information...

https://send-support.co.uk/

15/03/2021

Sensory processing – what is it and how does it affect your child's education?

Sensory processing issues affect how your brain processes sensory information. This can include vestibular, proprioception, interoception and visual along with sensory sensitivities in relation to noise, smell, taste and touch (tactile). Children can be hyper sensitive or under sensitive to certain stimuli and can, at times during the day, fluctuate in how they process the sensory environment around them.

Over-sensitive children may feel one or more of their senses overloaded for example, the lights are too bright, or the music is too loud, can complain of clothes itching their skin. Food can become a problem as the texture can make them gag or strong flavours can cause upset. Under-sensitive children may feel the need to seek thrills like jumping around a lot and unable to sit still to the point that they may be unaware of social cues or danger. Children with interoceptive under sensitivity may have difficulty regulating their body temperature or may not realise they are feeling hungry.

Children can have sensory processing difficulties in addition to other diagnosis or as part of their diagnostic profile or sensory processing difficulties may occur in isolation. However your child is affected, this can have a significant impact on their ability to manage daily tasks and environments, often leading to overwhelm and discomfort.

SPD can have a big impact on children’s education. There can be a lot of noise in classrooms, and it can make this very difficult for children with SPD to focus on learning. It may be that lunchtimes are difficult due to the food offered or the number of children in a canteen. Some may feel the need to constantly rock on their chair. Also, to add to the stress, they are wearing a uniform for 6 hours that may be uncomfortable on their skin. All this can affect their learning.

Does your child’s school meet their special educational needs?

Please contact us if you need any help or advice or click on the link below to the website for further information...

https://send-support.co.uk/

08/03/2021

Lockdown and returning to school. How can you help your child?

Children with SEN may find the effect of the coronavirus and the return to an educational setting especially difficult to manage.

Whilst schools are working to support children’s return, children with existing and underlying barriers to their learning may require additional support and understanding of their needs. There may be different strategies and support required for children who have existing anxiety, autism, ADHD or other learning needs, particulalry in the way support is delivered and the language and approaches used.

This will be an incredibly fearful time for many children. Some may become more introverted than usual, many may meltdown or experience panic attacks and some may present with anxiety to the point of school avoidance. You are the expert on your child and any increase in behaviours or concerns you have should be acted upon quickly.

It is extremely important that the school provide support for your child and explain any changes that may happen. This may mean they will need to provide a slower transition into school with shorter days and fewer expectations. They may need to provide a space where children can decompress from the stress of transitioning and the overwhelm of being back in a busy classroom. Children may need additional provision and adult support through the learning day to provide emotional regulation and reassurance.

Please contact us if you need any help or advice or click on the link below to the website for further information...

https://send-support.co.uk/

06/03/2021

A must read for carers...

https://m.facebook.com/carersuk/photos/a.173407884003/10159046013239004/?type=3&d=m

Census 2021 is taking place on Sunday 21 March and we want to ensure that everyone who is providing care to someone identifies as an unpaid carer when completing their form.

If you look after, help, or support someone who couldn’t manage without your care, tick yes to question 24. This will help inform decisions on services that shape our communities, such as healthcare, education, transport, and services for carers

For more information about filling in your form as an unpaid carer, visit: https://www.carersuk.org/news-and-campaigns/campaigns/census-2021

15/02/2021

15 February is when all year 6 children on existing EHC plans will be issued their year 7 transfer plans. This will set out the currently identified Special Educational Needs (SEN) and the Special Educational Provision (SEP) for the remainder of year 6, any transition provision and the support the child will require for year 7, along with the secondary setting named by the LA.

The needs may not fully reflect the needs identified for your child, the provision outlined may be insufficient to support your child and not include all professional recommendations; and the setting named may not be the school of parental choice, or one you feel can meet your child’s needs. Decisions must be made quickly around next steps and a possible appeal to the Special Educational Needs and Disability Tribunal (SENDIST) if there are aspects of the EHC plan you do not agree.

The service offers a free initial no obligation personalised discussion around your situation with signposting if needed or a fuller support package if required moving forward. Calls are available for all parents and carers of children with SEN and at this time, the service is offering extended hours to ensure all parents in receipt of transfer EHC plans can take urgent advice.

Please contact us if you need any help or advice or click on the link below to the website for further information...
https://send-support.co.uk/

01/02/2021

Autism and social anxiety.

Many children with autism can present with anxiety especially when social expectations and demands are increased.

Anxieties are often raised in school settings as there are large amounts of people, changes and uncertainties; as well as the need to make sense of the thoughts, feelings and actions of others and engage in unpredictable interactions. This can lead to some children and young people avoiding social situations like break-times, sitting in the lunch hall with peers or joining in class based discussions altogether.

Anxiety can eventually lead to reduced attendance or non-attendance. When children and young people start avoiding situations, or school, they may be incorrectly described as being uninterested or misbehaving when in reality, it is quite the opposite. This can have a devastating impact if their needs are not understood, they do not have the right support or are not in the right setting.

Does your child’s school meet their special educational needs?

Please contact us if you need any help or advice or click on the link below to the website for further information...

https://send-support.co.uk/