Parents Speak Out Over Daughter's Educational Struggles and Lack of Support at Castle Primary School Stoke Sub Hamdon 

A mother has come forward to express her frustration and heartbreak over the alleged failure of Castle Primary School in Stoke-sub-Hamdon to address her disabled daughter’s educational and emotional needs, leaving her struggling academically and socially.

The concerned parent, who wishes to remain anonymous, shared that her daughter began experiencing significant bullying and learning challenges in Year 4. Despite attempts to address the issues, including moving schools temporarily, she returned to Castle Primary after assurances from the new headteacher that her education and well-being would be prioritized. However, the mother claims these promises were not fulfilled.

A Rapid Decline in Education
According to the mother, her daughter entered Year 6 unable to read properly or meet basic academic benchmarks. Despite being placed under Special Educational Needs and Disabilities Coordination (SENCO), the school reportedly failed to secure an Education, Health, and Care Plan (EHCP), leaving her daughter without crucial support.

“She started Year 7 essentially from scratch,” the mother explained, noting that insufficient documentation about her daughter’s needs was provided to her secondary school. This led to further delays in assessments and support, compounding her difficulties.

Mental Health Crisis
Now 13 and in Year 8, the teenager is under the care of mental health professionals as she struggles with severe anxiety and refuses to attend school. “She screams, cries, and won’t go in,” the mother said. The child has since been assessed as working at a developmental level of a 5- to 7-year-old, requiring speech and language therapy alongside other interventions.

Mother Of Disabled Child Thinks Differently!

Blame and Accountability
The school has reportedly attributed her struggles to factors such as COVID-19 disruptions and changes in schools. However, the mother disputes this explanation, arguing that the problems were evident well before the pandemic. She also highlighted discrepancies in the school's reporting, claiming that her daughter's SATs results inaccurately reflected her academic abilities.

The mother noted a stark difference in how the school handled her other child, securing an EHCP quickly after complaints were made about the elder sibling. Despite this, she feels it is “too late” for her eldest daughter, whose confidence and social skills have deteriorated significantly.

A Call for Action
The parent is now navigating the EHCP process herself but remains deeply concerned about the long-term impact on her daughter’s future. “It’s heartbreaking to watch her go downhill,” she said. “She spends her days in her room, disengaged from the world. The school completely failed her.”

Castle Primary School has not responded publicly to the allegations. The case highlights ongoing concerns about the adequacy of support for children with special educational needs, particularly in rural areas, where resources may be stretched.

Parents in similar situations are encouraged to seek external advocacy and escalate concerns to local education authorities. This story underscores the critical need for timely intervention and accountability in the education system.

A mother has come forward to express her frustration and heartbreak over the alleged failure of Castle Primary School in Stoke-sub-Hamdon to address her daughter’s educational and emotional needs, leaving her struggling academically and socially.

The concerned parent, who wishes to remain anonymous, shared that her daughter began experiencing significant bullying and learning challenges in Year 4. Despite attempts to address the issues, including moving schools temporarily, she returned to Castle Primary after assurances from the new headteacher that her education and well-being would be prioritised. However, the mother claims these promises were not fulfilled.

A Rapid Decline in Education
According to the mother, her daughter entered Year 6 unable to read properly or meet basic academic benchmarks. Despite being placed under Special Educational Needs and Disabilities Coordination (SENCO), the school reportedly failed to secure an Education, Health, and Care Plan (EHCP), leaving her daughter without crucial support.

“She started Year 7 essentially from scratch,” the mother explained, noting that insufficient documentation about her daughter’s needs was provided to her secondary school. This led to further delays in assessments and support, compounding her difficulties.

Mental Health Crisis
Now 13 and in Year 8, the teenager is under the care of mental health professionals as she struggles with severe anxiety and refuses to attend school. “She screams, cries, and won’t go in,” the mother said. The child has since been assessed as working at a developmental level of a 5- to 7-year-old, requiring speech and language therapy alongside other interventions.

Blame and Accountability
The school has reportedly attributed her struggles to factors such as COVID-19 disruptions and changes in schools. However, the mother disputes this explanation, arguing that the problems were evident well before the pandemic. She also highlighted discrepancies in the school's reporting, claiming that her daughter's SATs results inaccurately reflected her academic abilities.

The mother noted a stark difference in how the school handled her other child, securing an EHCP quickly after complaints were made about the elder sibling. Despite this, she feels it is “too late” for her eldest daughter, whose confidence and social skills have deteriorated significantly.

A Call for Action
The parent is now navigating the EHCP process herself but remains deeply concerned about the long-term impact on her daughter’s future. “It’s heartbreaking to watch her go downhill,” she said. “She spends her days in her room, disengaged from the world. The school completely failed her.”

Castle Primary School has not responded publicly to the allegations. The case highlights ongoing concerns about the adequacy of support for children with special educational needs, particularly in rural areas, where resources may be stretched.

Parents in similar situations are encouraged to seek external advocacy and escalate concerns to local education authorities. This story underscores the critical need for timely intervention and accountability in the education system.

Local MP Adam Dance Was Unavailable For Comment.