D’s School Report 

By | July 19, 2017

Because T and D are at two different schools (T, mainstream secondary and D, SN school), their annual school reports differ greatly – both in their content and format.

T’s is very short, concise and very focussed on current grades and predicted grades as he’s two years away from GCSE’s.

D’s is 18 pages (and these are double-sided so 36 pages!) and they don’t grade the pupils now against national standards (hurrah, I always found that very depressing to read) but the focus is very much on her as an individual and her achievements.

I am aware that D masks a lot of her emotions and anxieties whilst in school and, from her report, she does this very well – it’s me who gets any fallout at the end of the day as she’ll stomp up our path towards me with a “fine! everything’s fine!” with fists tightly clenched.

But….masking aside, she is doing very well and we are so proud of her.

I was asked by the Head teacher if we’d consider her moving up a year in September, which we’ve agreed to after lengthy discussions about a fellow pupil who, historically has emotionally and verbally bullied D.  They will also be in that class and I still have my reservations but am thinking along the lines of:

The teaching staff in D’s class from September are all aware and have assured me that a very close eye will be kept on D’s nemesis

And

If they’ll in a class together, maybe afore-mentioned nemesis will seek out other people at break/lunchtime as they’ll have already seen D (?, maybe?) 

Chatting to the HT was an opportunity to mention just how far D has come (nemesis and confidence issues aside) since she joined as a very frightened 6 year old.

D couldn’t read and could just about trace over her name.  She was scared of large classroom environments and couldn’t participate in any activity in the school hall – not even lunch.  Her immediate reaction to anything unexpected was to bolt.   In short she was too overwhelmed and scared to learn and, having had her reception teacher in mainstream describe her as “flighty”, it was clear that mainstream education was not for her.

The HT at D’s school has only been there two terms so she hadn’t known the younger D, telling her about how D has flourished made me so glad that we’d taken that decision and opted for the right educational setting for D.

And this were the comments at the end of the report, great eh? (We’ll ignore the typo).

I know the next few years are going to fly by and some aspects of that scare me, I’m also very conscious of the fact my two upcoming operations will have an effect on her  and our family life but *crossing fingers* at least I’ve had the chance to chat to her new teacher, express any concerns and let them know what’s occurring at home (D’s puberty issues and #scarfeet).

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4 Comments

Emma T on 19th July 2017 at 10:11 am.

It’s always reassuring when there have been problems, but the school works out the best place, and the teachers and head are supportive and encouraging, recognising the work D has put in and what she’s achieved. Well done her.

(do come and link this up to #schooldays linky if you want)
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Ann from Rainbows are too beautiful on 19th July 2017 at 7:09 pm.

A chance to speak to the teacher is great and hopefully
*fingers crossed* things will go well in the op and at school. xxx #ssamazingachievements
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Kel on 20th July 2017 at 8:36 am.

Good luck with next year! It must take a huge leap of faith to move her into a class with someone you know she may have trouble with. Glad she’s doing so well!

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Emma on 21st July 2017 at 11:37 pm.

It sounds like you have gone with the right choice of school for her and she’s very settled there. I hope the coming year also goes well for her. x
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