Stop, rewind to this morning and the smiley faces and positive energy was what I least expected. We had been warned ST would be taking the class today but decided it would be far easier and less stressful to withhold this information from S. We arrived our usual 5 minutes after the other children and knocked on the door, as we stood in the cold waiting for someone to let us in S peered through the window. 'I can't see Mrs W. HEY who is that? Mummy I don't like the look of that teacher she has a mean face.' I told her then that Mrs W wouldn't be there today but it was OK because the TA is still there. She was just starting to loose composure when the door swings open and there stands the TA 'Good morning S.' Thankfully she went in all smiles for the familiar face.
As I walked home I started to replay the last 6 weeks in my head. 2 days into year 1 S started to refuse to enter her classroom, I would have to lift her through the door and make a swift exit before she followed me. A flash of inspiration had given me the idea to promise a dinosaur toy would accompany me to pick S up IF she went in no fighting, this hasn't stopped working, yet. l was soon told she hides at the end of playtime and then I was called in by Mrs W one day, to be told that S had refused to do any work that day and had found herself at the head's office. I had gone home after this meeting feeling like this woman had just scolded me. It had felt like she was demanding I get my child in control as 'S needs to do as she is told in school.' I spent the afternoon holding back tears that had erupted from me the moment the girls were in bed. How could I be so useless? How could MY child be the 'naughty' disruptive one? Most importantly what could I do about it? Nothing! That is all I could come up with.
About a week later I was stopped by the SENCO who informed me they were really struggling to cope with S's behaviour, and how it was effecting hers and the other children's learning, 'oh no here we go again!' I had thought. However this time it wasn't a lecture she was telling me what they are about to do to help. They had contacted a behavioural specialist to come in and observe S and also wanted to start twice weekly social classes which I was informed was 'not a quick fix, but a long term support.' Finally! The school were doing SOMETHING more than an IEP. Other experts, I allowed myself to hope, meant a better understanding of S. The weeks trundled on and I noticed that each week a different teacher seem to let the class out, we'll call her Mrs A, on a Wednesday. On these days S was far more unsettled. Then just over a week ago I stood waiting and watching all the other children be let out by Mrs A but no S. I walked slowly over to the door, my stomach in a tight ball and then there she was. All full of life and, what I'd say is best described as hyper. I knew that meant I was just about to hear all about the chaos she had left in her wake. I was right, turns out she had hit Mrs A in the back, for no obvious reason.
The week pushed on and we had one of the worst weekends in a long time. S hit me twice in one day, this is rare S very often lashes out with a venom tongue but other than pushing people away to be struck by S just doesn't happen often. Parents evening loomed and I tied myself up in knots about how it was going to leave me feeling more drained, stressed and anxious than I already was.
About a week later I was stopped by the SENCO who informed me they were really struggling to cope with S's behaviour, and how it was effecting hers and the other children's learning, 'oh no here we go again!' I had thought. However this time it wasn't a lecture she was telling me what they are about to do to help. They had contacted a behavioural specialist to come in and observe S and also wanted to start twice weekly social classes which I was informed was 'not a quick fix, but a long term support.' Finally! The school were doing SOMETHING more than an IEP. Other experts, I allowed myself to hope, meant a better understanding of S. The weeks trundled on and I noticed that each week a different teacher seem to let the class out, we'll call her Mrs A, on a Wednesday. On these days S was far more unsettled. Then just over a week ago I stood waiting and watching all the other children be let out by Mrs A but no S. I walked slowly over to the door, my stomach in a tight ball and then there she was. All full of life and, what I'd say is best described as hyper. I knew that meant I was just about to hear all about the chaos she had left in her wake. I was right, turns out she had hit Mrs A in the back, for no obvious reason.
The week pushed on and we had one of the worst weekends in a long time. S hit me twice in one day, this is rare S very often lashes out with a venom tongue but other than pushing people away to be struck by S just doesn't happen often. Parents evening loomed and I tied myself up in knots about how it was going to leave me feeling more drained, stressed and anxious than I already was.
Parents evening did not live up to my pessimistic predictions. It actually went very well. Mrs W told us all about how she has structured S's day into 'chunked' learning as she likes to call it. With the use of 'Golden time', which could range from dinosaur play to computer play and anything else that captured S for 5 minutes. S was allocated small chunks of work with the carrot of golden time to keep her motivated dangled in front of her. We also learned that S now has a small companion called fluffy who is kept in a special place in the classroom that S can access whenever she feels she needs him. Fluffy gives cuddles or gets stroked or just sits on S's lap whenever he is needed. S was even allowed to fetch him during assembly time one day and he sat in her lap while she sang along in 'her beautiful little singing voice'.We also learnt a spot is used for carpet times when S feels she can't remember where she should be or needs her space. Her reading is suddenly taking a leap and she has started to overcome her issues with words that do not read easily. She even worked well (with supervision) on a dance routine with another girl and in a classroom activity. We have agreed to meet again to discuss her IEP, and was informed that S's progress is only relevant when Mrs W is present as Mrs A finds her challenging but plans to persevere the one afternoon a week she takes the class to get to know and win S over. Also as S behaved so well on the day the specialist came to visit they had planned for her to go in and observe S on a day Mrs A was teaching (the very next morning as it so happens). With this information it confirmed that S was starting to thrive now she had a settled routine but lapses are expected when changes occur.
What bigger disruption to a child's school day is there than a ST? As surprised as I am it has been lovely to end half term on a high note. With the next stage of assessment by CAMHS and an additional 6 week course of OT next month I am allowing myself to start to feel some optimism that S can continue to improve in the school environment!
What bigger disruption to a child's school day is there than a ST? As surprised as I am it has been lovely to end half term on a high note. With the next stage of assessment by CAMHS and an additional 6 week course of OT next month I am allowing myself to start to feel some optimism that S can continue to improve in the school environment!
