The School Report – T in Year 1

By | June 29, 2014

It’s nearly the end of term and school reports will soon be due.

I was having a bit of a clear-out earlier and came across T’s year 1 report. He had an enthusiastically fantastic teacher for reception and year 1 and at the time I remember thinking that she captured his personality perfectly.

T didn’t receive his diagnosis of high functioning autism until a year ago, although we had suspected for years that he was probably at the high functioning end of the spectrum. The reasons for not commencing seeking a diagnosis until 2 years ago were three-fold:

1. We felt that he was coping within the school environment, his primary school had an autism-friendly very visually structured timetable.

2. Having D diagnosed much earlier (she was 4), it was a lot to get our heads around, the fact that we more than likely had another child on the spectrum.

3. We deferred going down the diagnosis route until it was becoming more apparent via T’s traits and need for calming mechanisms and coping strategies that the variances between him and his peers were more pronounced. There was also the fact that people may perceive him differently once he received a “label”. This was evident from the outset when a football coach who had always accepted T as he was, said to Hubbie soon after his diagnosis “you know, I can see it now, those differences”. Really? T hadn’t changed what he was or how he was playing football.

Anyway, T’s year 1 report, when he was aged 6, was (as I mentioned) very true to life and, having read it again, I can see that those traits that make him such a wonderful character were there, just maybe not so pronounced.

Here’s some bits that stood out for me:

English:
“T has made phenomenal others in English and he is working above national expectation…He is able to read with expression but he sometimes needs to be reminded to do so…T has advanced comprehension skills.”

Maths:
“T enjoys Maths and is working above the national expectation.”

Science:
“T needs to develop confidence when predicting what he thinks will happen during a practical activity. He is sometimes reluctant to share his ideas for fear of “getting it wrong”.

Physical development:
“T loves PE, especially football!…He has a very good understanding of the scoring system and he can talk endlessly about positions and tactics!”

PHSE:
“T has strong beliefs about what is fair and unfair. He is building up a range of strategies to help him calm down when he feels that something has not been fair, especially at play times.”

And this is what T said, in very neat writing:

20140629-172322.jpg

He’s come so far in his primary school years, hopefully he’ll continue to flourish in secondary school.

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