Background
Whilst in Yr1 I was told (by his Yr1 teacher)that ds was on the G&T program for Literacy and Numeracy. At the end of the year, I was told that in his mock SATS he scored 2a for reading and writing and 3 for numeracy.
I had a great relationship with his Yr1 teacher and was fully aware of all the extension work she was giving ds (and a couple of others in the class), the G&T extension in literacy (cross year groups)outside class and the plans for a G&T maths group across the years.
My assessment of ds's strengths and weaknesses:
Ds isn't the easiest child in the world. Whilst (IMHO) v bright, he really lacks application and is very very easily distracted. His writing is beautiful (for a 6 year old) but getting him to write more than a sentence is incredibly difficult. In his defence, the sentence will be quite a long one, with good punctuation, capital letters where relevant, excellent spelling and use of adjective and adverbs. However, I understand (from ds) that in the time it takes him to do this one sentence, the others in his group have happily completed the 5 sentences which are expected of them.
Maths: explain a concept to him and he will understand it immediately. He knows (and has done for almost a year) all his times tables. He can add up 2 four figure numbers in his head as well as on paper. He can subtract a four digit number from another (with borrowing - not called that these days) on paper. He can multiply a three digit number by a two digit number in his head and on paper. He understands g, kg, mm, cm, m, km and their relation to each other. Trust me I could go on and on.
At present:
Ds (and his friend) have been coming home from school laughing about how easy the work is in Yr 2. As examples, they are being asked to add 3 single digit numbers and to double and half numbers less than 100.
On occasion (and I don't know whether this has occurred more than once). His group were sent to do jigsaws whilst the teacher worked with the rest of the class as they already knew what she was explaining.
Despite being told that spelling and maths homework would be sent home weekly, four weeks into term, no homework has been received.
Reason for the meeting request:
The teacher has written a note in the communication book between home and school stating that ds is beginning to understand what is expected of him by way of concentration and quantity of work in Yr2. Whilst I appreciate that this has been given a positive spin, it is nonetheless a negative comment and so I have asked for a meeting. I would like to discuss at the meeting:-
1.Why I was not told of a problem with concentration/quantity before now.
2.What I and the teacher can do to encourage concentration and quantity.
As an aside, ds has said that it is difficult to concentrate as one particular child is always asking ds how to spell words. Others ask (ds is good at spelling) but not all the time like this particular child.
3.Whether the teacher feels that ds is being challenged (bad word, but I cannot think of a better one right now) by the numeracy work being set.
- Whether the G&T groups cross year groups are to exist again this year.
OK - give it to me straight. Am I being unreasonable in wanting to discuss these points? Should I be asking anything else ? Is it too early in the term to be raising these issues ?
TIA