Our Law

Our Law

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Our Law started this petition to Department of Education and


As a parent of a child with special needs I feel as parents & the Voice for our children there should be a law to protect us  as a family As schools. teachers and other authorities are protected

 Our story 

my son has been placed on an indefinite fixed term exclusion until he meets certain criteria set out by the head of he’s school, and Principal and CEO, I have written to appeal the exclusion and have them expunged from my son school record and also to request that my son be reinstated into school with immediate effect. It is my belief that my son has been excluded as a result of his SEN not being understood or met. I am also concerned by the lack of communication around what reasonable steps that have been taken to enable my son to engage with his learning. Below are examples of questions that have been asked repeatedly in the hope of gaining clarity around the incidents and the reasonable adjustments in place.

• The first incident was explored at the TAC meeting on 05.02.19. It was not acknowledged that leaving a child with ASC unstimulated in a swimming pool cafeteria with a high level of sensory challenges in the environment and a rule not to speak to the peers who also do not swim is not best practice. My son has a fear of water following a series of serious ear infections. For a child with an ASC diagnosis and a fixed mindset, this is not something that can be overcome easily. My son also finds unstructured time unsettling. All of this was shared with school when My son started at He’s school To date no reasonable adjustment or amendment has been made. At the TAC meeting it was raised with school why My son could not have and have had a more appropriate learning experience provided for him through amendment of his timetable: a social skills group rather than go to the pool? Counselling session, OT sessions, specialist literacy support. I would note that the school’s suggestion was to put My son on a reduced timetable on a Friday rather than implement one of the other suggestions.

In talking through the first incident at school, it was clear that there was no understanding of the antecedents prior to My son escalation into crisis. This concerned me and I asked that My son be more appropriately supported by the school on his return to help him to manage his feelings when he is overwhelmed. Suggestions from the educational psychologist and inclusion lead at Wandsworth included:

A robust behaviour plan including ABC charts

2. An OT assessment of My son sensory needs and implemented sensory diet

3. SALT support to develop social stories to support My son to understand what is expected of him and to help him make sense of his exclusion. I also asked that this be put in place before any restorative justice were to take place as My son receptive language skills are delayed.

4. A visual timetable so that My son was clear about what was happening next to support his understanding of the structure of the day and support his challenges with literacy.

5. A visual checklist and visual timer to support My son engagement and understanding in prep. My son has not done homework since he was last in school 4 years ago and has found the unstructured time challenging in addition to not knowing clearly what is expected of him to complete the task successfully.

• I would like to make clear that My son has had two incidents of being overwhelmed since he transitioned to the school on a full-time timetable in November against my view and other professionals’ opinions that he have a phased, supported transition into school.

• It was also noted in the TAC meeting at school that My son has made positive decisions when he was overwhelmed during the first incident, such as independently removing himself from the lesson, going to his safe space and returning to lesson when he felt ready. This was also not documented in the behaviour log and I asked at the TAC meeting that it be included. The incident escalated following him being told not to tap and bottle and he being prevented from leaving the library area by the same teacher. This resulted in My son being escalated into a crisis state and further escalated when staff put their hands on my son . What is omitted from the behaviour log is that my son was knocked over and left bruised by a member of staff. This is not best practice when it comes to de-escalation and physical restraint should only have been conducted as a last resort by trained staff members. This was raised at the TAC meeting and was going to be followed up. There has been no follow up communicated to me following the meeting on the 05.02.19.

• Restorative justice was to take place between My son and the P.E teacher who was involved in each incident prior to My son being in a crisis state. This was to carefully managed and in order to support My son social communication needs, SALT was to be consulted and a social story developed prior to any meeting with the P.E teacher. This did not happen and My son was forced to meet with the PE teacher and Headteacher on his return, with no visuals to support the language demands of the meeting and his receptive language challenges.

My son behaviour has been identified as a need by the school which medical professionals have related to his social understanding and social anxiety. Why did My son not have a behaviour plan in place when it was a recognised need?

• I have also not received a copy of My son IEP or a copy of the Early Intervention Assessment process that took place to initially address the underlying causes of My son behaviour or “propensity for violence” as Principal and CEO describes it.

• Following the first incident, what risk assessments had been carried out and what de-escalation strategies had been put in place to reduce the risk of any further incidents, given My son recognised socio-emotional needs?

• The school have written to the council communicating concern about My son mental health needs. My son is not known to CAMHS because his primary special educational needs relate to his Autism diagnosis and its well documented associated challenges (including language difficulties and challenges with emotional regulation). Why were the school’s concerns or the head of he’s school, and Principal and CEO about My son mental health raised with me via his mentor, the school counsellor, Why did the school not make a referral to Wandsworth CAMHS once they had identified this need and had made the decision that My son emotional needs could not be met within the school’s resources, despite the specialist team of professionals onsite. I have also asked for a written report from the school’s qualified counsellor in relation to the work she has been doing with My son and a professional view from her about My son mental health profile and the provision she would suggest be put in place to meet these needs, both at home and in school. To date I have not received this despite a direct request to both the head of he’s school, and Principal and CEO.

• There has been a criteria placed on My son return to school. As I’m sure you are aware, under the Equalities Act 2010, it is unlawful to request that a pupil meet specific conditions before they are reinstated. It is important to know why there have been specific conditions placed on My son return to school by Principal and CEO The conditions shared with me and in letters to the Council are:

1. He be medicated

2. Both he and I receive unspecified “additional support”

• I would also ask what criteria will be used to determine My son school readiness and eligibility to return to He School I would also ask what evidence has been collected to determine that he is not school ready?

• Additionally, what support are Hes School suggesting my family need to receive from the Council in order to conclude that My son can return to He school?

So this is the local authority Rules

You must make sure your child gets a full-time education that meets their needs (for example if they have special educational needs). You can send your child to school

Children must get an education between the school term after their 5th birthday until they turn 16.

You’ll be contacted by either:

the school - if your child is enrolled in school and doesn’t turn up (even if they’re only absent for a day)
the council’s education welfare officer - if they think your child isn’t getting a suitable education at home
   You can be prosecuted if you don’t give your child an education.

You’ll get warnings.

 You are not allowed to record meetings with the schools or the governors  They have someone shorthand in it 


permanently excluded or on a fixed term exclusion
   Your local  council and education  welfare officer should get find

A parent shouldn’t have to fight for their child to get Statement it that is always a last result For any parent

A school should always be aware what a parent has sat down for hours to make sure the child statement is accurate and the school follows what is put in it

Schools have Rules if the child doesn’t follow them they are permanently excluded or punished

But when the school or local authority or a teacher has continued to antagonise the child the teachers should be held responsible for their actions
Whether it sent home for the day without Pay.

Or They shouldn’t be allowed in for the rest of the week.
When a parent asks for an appeal it should be granted first time of asking 

Panel should exist off no one associated with the school it should be independent panel

 All I’ve heard over the last few weeks children been excluded whether they are in mainstream or special needs school it’s time for us parents to make a stand so the schools and teachers are held responsible for their actions 

When there is a meeting with the parents and the school  & any other authorities it should be recorded

 Because if it’s left down to the school and the governors or any other local authority they shorthand it  And miss a lot of the meeting out 

0 have signed. Let’s get to 100!
At 100 signatures, this petition is more likely to be featured in recommendations!