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Jump To Comment: 1This protest is most welcome by parents in this locality too. Many people have lost SNA allocation and, bizarrely, even in schools where the situation has supposedly improved overall, some children have lost out . It makes no sense. The key to understanding the changes though is that they were introduced with the SNA in mind rather than the needs of the children. SNA conditions are said to have improved and the overall costs of hiring them reduced. That was the priority.
Another worrying development that I have heard of is that the SENO's, who are not necessarily qualified teachers and definitely not psychologists, have been assessing the need of individual children based on their personal observations. Parents have not been told that these assessments are taking place and have no opportunity to comment on the conclusions drawn.
In my son's school, allocations were decided without any parent being told what was happening. My information is that advisers went into the school before the GAM was announced and had already decided the level of support that would be allocated when it was announced end of May/early June. Youll remember that teachers apparently had just two weeks to submit their applications but in reality, it may actually have been that they had been preparing for this for some time.
There was obviously some injunction placed on principals and other teachers not to discuss what was happening with parents and none of us knew anything until Septtember when there was no possiblity of appeal.
I dont know of any child who had improved support by know of many who lost out.
One last issue is that the alleged overall increase in the numbers of SNAs (and is this actually the case?) has only been achieved by breaking up the system by which SNAs work with the chidren. Previously each child had their own dedicated SNA (FT or PT). Now, in order to improve SNA conditions, children can have up to two or three different SNAs in a week. This is hugely counterproductive from the child's point of view - particularly in the context of SEN where continuity of successful relationships is vital to the pshychological and educational interests of the child.
I despair that, with all we know about working with SEN, such an insensitive system can be introduced. Please keep us posted on Indymedia about this - any support we can offer will be willingly given, if at all possible.