Tips for y5 thinking ahead to y6.

(18 Posts)
Shortchange Sat 26-Apr-14 12:28:08

Dd is in y5 in a school in special measures due to very progress and a whole heap of other issues.
At her last parents evening (January) I raised my concern that they were not setting work appropriately for her and she needed challenging. I was told her level was 4c and therefore the work was at the right level. I points out that she rarely gets anything less than full marks and once completed the work either helps others or does little jobs like tidying the classroom. I couldn't do anything about this last year as they had no class teacher and a steam of supply teachers.
Her teacher has been great since then and she is set work separately from the class and given different homework. They are still working at getting to the stage where she can't do the work though and she is currently been given level 6 work and getting it all right so much so the teacher couldn't mark her class work the other day in maths as she had forgotten the answer book. After dd had done the work and given it to be checked the teacher pointed out what she thought was an error in her answer, dd pointed something else out which showed she hadn't made an error and the teacher said she couldn't mark it as no answer with her for that question and dd's answer looked about right.
Obviously they want to support her and are being judged on this (dd's books are looked at by the inspectors for top, middle, bottom type things) but I worry about what they will do with her next year. Lots of support e.g additional staff has been put into place for other children to help them reach their targets and level 5 etc so what is the motivation for them to get dd who is already above this to keep on progressing?
What do other schools do with dc who are at least level 6 in y 5 to continue to support them?

Thanks. Out now but will answer during day.

Shortchange Sat 26-Apr-14 12:28:59

Sorry for random missed letters etc. I think my ipad screen needs a clean.

yegodsandlittlefishes Sat 26-Apr-14 12:37:26

Which subjects? Maths and literacy? Mine were given extension work, and continued on to do algebra and maths problems that made them think, and developed more advanced writing skills. They also sharpened a lot of pencils and helped others. I didn't worry too much about the odd question they got 'wrong' (although when DD1's Y9 Maths teacher didn't seem to understand something that was set for homework, DH sent it back with lots of red scribble and geek speak! blush )

yegodsandlittlefishes Sat 26-Apr-14 12:42:09

I suppose what I mean is, it is important for children to trust teachers and respect them, and not feel they know better. If there really is a problem looming (and it doesn't look like there is, DD2 finished level 6 work in Y4 and continued to have maths lessons in years 5 and 6) take that problem, or your worries, to the class teacher privately, so that your DD remains happy and confident at school.

mrscog Sat 26-Apr-14 12:45:00

If she's working at a high level already, I'd focus on encouraging her to sideways stretch at this age - develop more knowledge and interest in science (which will really tie in with maths talent in high school), languages, history etc. rather than just ploughing on ahead. Does she play an instrument? Sing? Drama? Sport?

Shortchange Sat 26-Apr-14 22:06:36

Hi. Thanks for replies. The subjects are English and maths- only things she has levels for. They don't do much science. I guess bring in special measures and such poor progress in these two subjects dictates the focus.
I can do stuff with her at home but want ideas on what the school can do ie what do other schools do? What is reasonable of me to ask?

HolidayCriminal Sun 27-Apr-14 06:56:42

Sorry mine isn't that high ability so I can't speak from first hand experience. I imagine short answer is primary schools don't keep extending upwards because she's already working 4+ yrs ahead and she needs to have something new to learn in secondary.

I kind of have a gut feeling that whatever they are doing is already brilliant because she's so far ahead of usual achievement for her age cohort. So I would work with them & their ideas, and sideways extension is the way to go. It seems amazing that the school could be in SM and have a child working so highly that they are catering to so well, is she very unusually high ability in her yr group?

Also, if she is happy to go to school every day, that is priceless. An excellent school indeed.

I don't know what you know about the marking, but teacher must have the answers booklet to hand to mark stuff to NC levels. It's impossible without the answer booklet. The marking regime is very prescriptive, not merely "right or wrong answer", but how they got to right answer.

PiqueABoo Sun 27-Apr-14 09:58:44

"I imagine short answer"
--
That was the answer at my Y6 DD's school. It is common according to the DfE commissioned report on L6 SATS.

I fretted about challenge beforehand but (here) alongside SATs they aim to prepare them for secondary school life, so DD has acquired lots of responsibilities intended to make her more organised and self-sufficient etc. We've also had significantly more Things[tm] going on this year, lots of letters home, dropping off and collecting here and there at difficult times of day etc.

She has 'differentiation by outcome' on the literacy side e.g. what she reads and writes. It's only maths where there's some unfulfilled opportunity e.g. definitely could have polished off the remainder of the KS3 curriculum by now.

But on balance, I'm content enough with the year because DD is still happy and growing up a bit in various ways. It's not all about climbing that ladder collecting NC (sub) levels.

Shortchange Sun 27-Apr-14 11:35:31

Hi. No, her levels are not down to the school. They had her much lower until I said I disagreed in January. No concerns re English as this is very much by outcome. She has got to where she she is by doing work at home. She loves maths and has an older brother so free access to older books. She loves reading all sorts of stuff including fact type books about stuff like the human body.
I don't have concerns re teacher not usually being ankle to mark her work but just used it as an example to illustrate. There were several times when she was asked to explain something to the class or when the teacher has quietly asked dd something - much more last year when they had non specialists in. Also been times when her homework has been incorrectly marked.
She absolutely loves school and fits in 100% socially at the right level. I just want her not to get complacent or feels she knows it all.
She is unusually high especially in maths compared to her year group but not so noticeably so in English - at least one other child not so far behind.

Shortchange Sun 27-Apr-14 11:38:32

I am hoping she will get into a superselective for secondary so not worried about what happens after primary. Our local school is pretty poor but she is adamant she doesn't want to try for private school. We did look at one but she was worried she wouldn't fit in socially.

Shortchange Sat 03-May-14 11:17:18

Still need some help. Maths is the issue as English still by outcome but she has a different teacher for maths who is trying but for the last two lessons has said to dd she doesn't know what to give her so hasn't given her anything so I do need to say something. As I said though they are in special measures so I don't want to go in storming or I a complaining way but more with suggestions but I don't know what to suggest.

YeGodsAndLittleFishes Sat 03-May-14 17:55:50

Does the school have someone who coordinates support for children with SN? You child has SN. Ask.how the SENCO if he/she can help make your daughter gets Maths lessons that match her ability. Maybe a bit of 1to1 time with said SENCO. 10 minutes twice a week, to introduce new concepts etc and also individual work set to get on with in the classroom maths lessons?

It would be an easy and effective solution and show one way in which the school is improving.

Can you relate this to the targets the school has to meet?

Shortchange Sun 04-May-14 11:48:48

Hi. Yes, they must have someone responsible so will see if I can meet with them. I don't mind sending work in and marking it tbh but she's still got a year and a bit left so surely better for them to have something more concrete in place. Surely other schools manage this. She isn't doing work beyond what a teacher could manage but do appreciate they are under pressure.

SatansFurryJamHats Sun 04-May-14 12:03:02

Wrt to Maths they have a few options and it's not good enough to sit back and say they don't know what work to give her. HMI are not going to be happy about that, so they're doing themselves no favours being all helpless about it.

They could get a Maths consultant to advise the class teacher.
They could get a Maths teacher to come in and work with your DD and others (it doesn't matter if the others aren't at the same level - an experienced peripatetic teacher will be able to differentiate work).
Local secondaries might be willing to provide guidance or even release a teacher for a short time. Or your DD could go on a weekly basis next year if she is finding L6 easy.

Shortchange Sun 04-May-14 12:08:49

Thanks for replies. Is it normal for schools to have other teacher come ion this way? Or for children to go to other school ? I don't want them to think I am completely ott and unreasonable in what I say.

SatansFurryJamHats Sun 04-May-14 13:06:25

I'll PM you if that's ok, Shortchange smile

Shortchange Sun 04-May-14 13:16:31

Thanks, satan.

mummytime Sun 04-May-14 13:20:10

I also suggest you start if you haven't already - looking at secondary schools.

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