Working with Schools - Revision history

PeteTyerman at 16:46, 6 November 2025

2025-11-06T16:46:44Z

← Older revision		Revision as of 16:46, 6 November 2025
Line 87:		Line 87:

	💬 ''You are your child’s best advocate — calm, informed, and protected by law.''		💬 ''You are your child’s best advocate — calm, informed, and protected by law.''

			----''Disclaimer: This page is for general information only and does not constitute legal advice. ''For individual guidance, contact [[SENDIASS]], [https://www.ipsea.org.uk IPSEA], or [https://www.equalityadvisoryservice.com the Equality Advisory and Support Service (EASS)]. See the full [[Legal and Support Disclaimer]] for details.

PeteTyerman: I did working with schools text

2025-11-06T16:12:46Z

I did working with schools text

@@ Line 1: / Line 1: @@
 Many parents can clearly see when phonics is not working for their child.
 They raise concerns, but too often are told things like:
-“We have to follow phonics — it’s school policy.”
+* “We have to follow phonics — it’s school policy.”
-“Your child just needs more practice.”
+This creates a clear record and helps prevent misunderstandings later.
-“They’re fine in school — we don’t see any issues.”
+Example follow-up line:<blockquote>“Thank you for meeting today.
-“We can’t change anything without a diagnosis.”
+Just to confirm, we discussed that synthetic phonics seems to cause distress and that we’ll explore meaning-based or immersive reading alternatives.”</blockquote>
-“Let’s wait and monitor.”
+== ⚖️ Legal Points to Remember ==
-These responses are not lawful.
+* Schools must change teaching methods if they disadvantage a disabled pupil.
-Once a child is disadvantaged by a teaching method, the school has a legal duty to adjust it under the Equality Act 2010.
+* The duty to adjust begins as soon as a '''barrier is identified''', not when a diagnosis is confirmed.
-✅ Step-by-Step Parent Action Plan
+💬 ''You are your child’s best advocate — calm, informed, and protected by law.''

PeteTyerman: Created page with "Working with Schools Many parents can clearly see when phonics is not working for their child. They raise concerns, but too often are told things like: “We have to follow phonics — it’s school policy.” “Your child just needs more practice.” “They’re fine in school — we don’t see any issues.” “We can’t change anything without a diagnosis.” “Let’s wait and monitor.” These responses are not lawful. Once a child is disadvantaged by a..."

2025-11-06T16:09:30Z

Created page with "Working with Schools Many parents can clearly see when phonics is not working for their child. They raise concerns, but too often are told things like: “We have to follow phonics — it’s school policy.” “Your child just needs more practice.” “They’re fine in school — we don’t see any issues.” “We can’t change anything without a diagnosis.” “Let’s wait and monitor.” These responses are not lawful. Once a child is disadvantaged by a..."

New page

Working with Schools

Many parents can clearly see when phonics is not working for their child.
They raise concerns, but too often are told things like:

“We have to follow phonics — it’s school policy.”

“Your child just needs more practice.”

“They’re fine in school — we don’t see any issues.”

“We can’t change anything without a diagnosis.”

“Let’s wait and monitor.”

These responses are not lawful.
Once a child is disadvantaged by a teaching method, the school has a legal duty to adjust it under the Equality Act 2010.

This page explains how to talk to schools confidently, lawfully, and without conflict.

✅ Step-by-Step Parent Action Plan
Step Action Purpose
1 Request reasonable adjustments Start legal protection
2 Follow up if ignored Prevent delay
3 Challenge refusal politely Correct misunderstanding
4 Ask for reading/homework adjustment Remove stress
5 Submit formal complaint if needed Escalate lawfully
6 Request EHCP if barriers persist Secure long-term support
7 Keep written records Build evidence
8 SEND Tribunal if necessary Enforce rights