For all parents, the nerves of the first induction morning grind at you. I’m a second-timer on this road, but I still can’t help thinking, “Please don’t throw a wobbly and hit another child.”

My child actually is very friendly - a bit too friendly. My main thought is: “Please don’t grab someone’s leg.” Being a parent of a child with additional needs can be teeth-gnashingly infuriating. You want your child to blend in and - most of all - be happy with other children.

A few weeks ago, I read an article about challenging parents. I think that the article would have been better using the words “challenged parents”. Each step of the way to getting funding is confusing; there is no straight answer. I still spit blood at the EHCP (Education, Health and Care Plan), but I managed to get funding.

By the time we were at the school stage, the fight to get access and receive answers was so normal that I found it bizarre when people were helpful. I was confused: should I not be the one doing this? Do you need anything from me?

Managing the transition

My child’s transition to primary school has been one of these confusing, positive experiences. It has been handled very well by nursery and school. Both nursery and school have never isolated my child. She is definitely part of the group. She has her own friends and her own way of fitting in. The early years teachers have been very forthcoming with information.

I have also been treated with respect and dignity and my opinion has been listened to - an experience which is all too rare. I am a part of the three-day induction and my daughter and I are not a freak show - just a mum and her pre-school child. We are cogs in the process, not metal to grind down.

I have met the SENCO, the TA and teacher at the nursery to discuss my child and her learning process. We have had several meetings throughout the year and they provided a backbone when I was trying to get funding.

‘Hassle-free’ induction

There was no big grand entrance or fuss on induction day. My child just toddled into the classroom and did what any four-year-old does: dressing up, playing games and reading. We had lunch with her very patient Year 5 buddies. She did not like when I cut up her food or stopped her running with her tray.

The school let her play with the children on the playground. Parents hung back, trying not to look too sad as their little ones took the first steps to independence. Her buddy from Year 5 is so well trained that I felt a bit redundant. It was a wonderful moment: watching her playing ball with a group of besotted ten-year-old girls.

She walked out the door on the last induction day - cookie in hand - beaming like any other child meeting her mummy in the park. Next week is the home visit to further entrench the understanding between my child and the school.

As a parent, being listened to and given time to express my ideas has made it so much easier. It’s a partnership.

Sara Jane Porter is a teacher in a further education college