Needs more stretching at School - Advice Please

(68 Posts)
technodad Sun 03-Mar-13 21:42:58

Hi all.

My DS is 7, and whilst he is not necessarily gifted and talented, he is in the top couple of kids in his class for every subject (except sport...). He is certainly bright, and is reading books like The Hobbit, having finished the first couple of Harry Potters (the less scary ones).

At home we give him him some extra curricular education (museums, learning to write very simple computer programs, basic French, etc), but to be honest we don't do that much.

The problem is, he just doesn't get stretched at school at all. He comes home saying that he is bored, and that he never learns anything from his teachers. The next term's activities will only cover things he already knows.

I really worry that his experience at school will teach him that school is easy, and that he can get by in life just coasting (which will massively damage his potential in life). We have mentioned his bordom to the school at every parents' evening and we are always told that he will be stretched next year….but next year never comes.

Is there anything we can do to get the school to stretch him further?

Would there be any assessment that we could get done on DS which might help highlight his boredom to the school?

How feasible might it be to get a bursary for DS to attend a local private school?


zumo Mon 04-Mar-13 08:12:59

Itn my experiance this is common, the schools just cant cope with all the different abilities in class, I feel you will be much better off ( but not finantially) if you find a good local private school and have a chat with them
Bursarys are few and far between, many private schools will reduce the bill by about £1500 once you show them your finances, you could remortgage assuming you have some profit in the house.
You can get on to the school but often it just wont work, have you asked the teachers if they can help?

LIZS Mon 04-Mar-13 08:18:05

Don't assume a private school will necessarily stretch him though. Speak to the Bursar about likelihood and availability of bursaries but agree in practice they are few and far between as the fund is finite and reserved for those on low incomes with few assets. Even then you may only qualify for a token amount which won't cover uniform and extras.

newpup Mon 04-Mar-13 09:21:29

We had the same problem with DD2. She is very bright and whilst she was happy in her class, lovely friends nice teacher she was bored. They never challenged her, lots of promises made but they never materialised. So we moved her to private. She is now thriving and an academic selective school. We are happy, she is happy and challenged. Best thing we could have done and I am very grateful we were able to do it.

BizzyLizzy70 Mon 04-Mar-13 10:41:46

I have bad experience of sending my child to private sector. Now in state sector and much happier. I also know a teacher in the private sector who says the local state primary is the one she will send her child to as it is better all round. Remember teachers in the state sector need to be qualified teachers (not sure about academies) but private do not. I think the standard of teaching can have the potential to be much more varied and there is less accountability. My Year 7 child now on level 7 and they are differentiating lessons for them in the state school. The problem you seem to have is with that school not the whole state sector. Why don't you ask to volunteer to read/go on a trip so you can find out what is really happening in the class.

technodad Mon 04-Mar-13 13:06:04

Thanks for the comments. It sounds like the general view so far is:

1) there is little I will be able to to to get the school to act.

2) private school is an option worth investigating

3) private school has its own issues. The grass is not always greener.

I wonder if anyone has any feel for what sort of income or assets (or lack there-of) might warrant a school granting a bursary. Clearly it will vary depending upon the school, but any guide would be useful.

Thanks again.

newpup Mon 04-Mar-13 14:20:19

In light of Bizzylizzy's comments, I would add that private school in itself is not neccessarily the answer, more the right private school. I do believe that bright children are being let down in the state sector and the private sector as a rule is better at providing for them BUT not every private school is good. Look around and find the one best suited to your DC.

With regard to busaries, I have no direct experience of them but I do know that they are not that easy to come by and you have to be fairly poorly off with a very gifted DC to qualify.

LIZS Mon 04-Mar-13 15:25:46

I think until secondary level when the schools vary far more (have heard of soem for those below 55/60k) you probably need a max income of 30-40k with very few assets to qualify for anything, below 20k and you may get much more. But each school will vary in its criteria and how much funding is available. Also ds would probably need to have demonstrable aptitude which school could benefit from and he could develop there (ie academic, sport, music ,art).

FriendlyLadybird Mon 04-Mar-13 16:29:49

Probably an unpopular view here but ... what's with all this expecting the school to 'stretch' children? Why don't some children want to stretch themselves? I don't recall ever being bored in primary school, and neither of my DCs have ever been bored. Primary school is so flexible, and there are so many available resources that it's pretty difficult not to find something of interest to do. I didn't and don't expect children to learn exclusively from the teachers. They're there to enable learning, not to do it for people.
He can't possibly know everything at the tender age of seven, so why doesn't he use the activities at school to gain a more in-depth understanding of the stuff he thinks he 'already knows'?

ipadquietly Mon 04-Mar-13 19:51:10

I agree, friendly. I don't really get the 'stretching' at 7. There are so many fun things going on in primary schools, that I really don't see how a child gets bored!
Could someone explain what 'stretching' means please - what proof do you have that your ds isn't stretched, or even needs to be?

Shakey1500 Mon 04-Mar-13 21:05:47

But similarly there's nothing wrong either in wanting the school to stretch a seemingly bright child. Why not? I think it is absolutely possible for a child to be bored in school if not being given work that interests them. Often classes are very structured and they have to do the same as the rest of the class, and if it's something they can already do easily then boredom will set in. Sadly it appears schools do not have the resources to differentiate between work and obviously they have a curriculum to follow.

I would describe "stretching" as giving work that follows their level and above. Proof is easy to find via the homework level being brought home, seeing their schoolwork on parents evening, being given reading books that are below their capabilities (assuming comprehension) etc.

I would class someone that needs to be stretched as one who is easily achieving high scores alongside verbalising their boredom. Of course, extra "work" can be given at home but it's not unreasonable to ask that the school, where they spend a lot of time as well as being the professionals, contributes heavily as well.

ipadquietly Mon 04-Mar-13 22:28:01

In which subjects do children need 'stretching'?
I think it's very unlikely, given the current Ofsted framework and teachers' standards, that all children in the class will be doing the same thing:

54.When evaluating the quality of teaching in the school, inspectors will consider the extent to which:
the teaching in all key stages and subjects promotes pupils’ learning and progress across the curriculum
teachers have consistently high expectations of pupils
teachers improve the quality of learning by systematically and effectively checking pupils’ understanding in lessons, and making appropriate interventions
reading, writing, communication and mathematics are well taught
teachers and other adults create a positive climate for learning in which pupils are interested and engaged
marking and constructive feedback from teachers contributes to pupils’ learning
teaching strategies, including setting appropriate homework, together with support and intervention, match individual needs.

And...... from the teachers' standards, which teachers have to meet for performance management requirements:

Adapt teaching to respond to the strengths and needs of all pupils
• know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
• have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
• demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
• have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

FriendlyLadybird Tue 05-Mar-13 10:02:00

Furthermore (in agreement with ipad) even when pupils ostensibly have to do "the same as the rest of the class", most tasks are designed so that they can be done at different levels. No writing task, for example, can possibly be boring. Some pupils may be fully engaged in writing the title in a straight line, but those who find writing "easy" could be using new words and experimenting with punctuation and form. If an able child only manages to write two lines on the Fire of London, say, then a teacher should and will demand more of them. But if they have only written two lines, then that isn't because the teacher hasn't stretched them or set them "challenging" enough work -- it's because they're not working themselves hard enough. And laziness is a different problem entirely.

MyCatsRule Tue 05-Mar-13 11:14:12

My DS (also 'gifted') started to complain school was boring at around the same age. Turns out he was actually starting to find things a bit more of a challenge. Apparently not uncommon to describe something as boring instead of hard. Just a thought....

cory Tue 05-Mar-13 16:52:18

I would be wondering about a child who claimed not to be learning anything at this age.

Does he understand that learning comes in all sorts of shapes and sizes and that he may well be learning all day without realising? (I have come across children who thought only worksheets were "real" learning and that art projects on e.g. a historical topic were for "the thick ones").

Does he understand that it is up to him how much he chooses to write and how far to research a topic?

Or could it be that he actually finds things more difficult than anticipated? Dd was an admittedly gifted child, but when I heard her use the expression boring it was invariably code for something else. Sometimes it can be hard for very bright children to admit that they don't understand what is expected of them.

kslatts Tue 05-Mar-13 17:17:10

I agree that boring could actually mean finding it hard. My dd is in year 6 and at parents evening her teacher told us that as she is in the top set she will be taking the level 5 and 6 SATs papers. Because of this she has been having extra maths and english sessions to concentrate on the level 6 work that is not usually covered in year 6.

When I ask her how it's going she often describes the extra sessions as boring, but I believe she is just finding them harder than her normal lessons.

AChickenCalledKorma Tue 05-Mar-13 22:29:31

How do you know what the next term's activities are, and how do you know that he already knows it all? Have you seen his books and is it apparent to you that he really is doing everything easily? What level is his homework - is it challenging? If you have enough evidence (based on these sorts of questions) to conclude that the work he is being offered really is too easy, then can you arrange a meeting with his teacher to ask some specific, detailed questions about how they differentiate the work? Not just "my son is bored, what are you going to do about it".

If you really aren't getting satisfactory answers (and I agree that "next year will be better" isn't a satisfactory answer) then by all means start looking at other schools. But don't rule out other state schools, if you have any alternatives nearby. There are state schools which are capable of differentiating and keeping very able children engaged alongside the rest of the class. It's not exclusive to private schools.

ipadquietly Wed 06-Mar-13 18:38:35

Ofsted and the DFE require state schools and state school teachers to differentiate (see my post above).

I'm sorry, I can't imagine how a 7 year old can 'learn nothing from his teachers'. I would love clarification about this from the OP.

inthesark Wed 06-Mar-13 18:46:05

From bitter experience, I can tell you that OFSTED and the DFE can require schools to produce appropriate differentiation, but that doesn't mean it happens.

And that children can't always choose to write more if they are told - all of them - to write one sentence. Which means that you can end up with a writing task that is indeed boring.

zumo Thu 07-Mar-13 06:47:03

To clear up a point we looked at three local private schools, ones cheaper, but many tearchers have poor or no qualifications. It turns out far better results than the local comp so I wont knock it, but the range of subjects and facilities is limited.
The one we went with is excellent, loads going on in and out of school, be honest and up front from the beginning and tell them your expectations after all you are paying. Be up front about finances and they will give you some indication, budget for uniform and trips etc
It might be worth telling us your location as some one may have had a similar issue locally and can explain how they resolved it.
Some people will call you a snob but its not true its about gettin g the best for your kids and giving them a good start, unfortunatly most people just cant afford this so are stuck with the state schools, some are good some are bad and whilst many are trying to improve it will take a long time and many kids will be missed over the years who could have done better

seeker Thu 07-Mar-13 07:00:00

OP- what NC levels is your ds working at?

lljkk Fri 08-Mar-13 07:22:12

All children find school boring some of the time (tis life).
Most children spend most of their time at school waiting & socialising.
Agree best to look at his work books & decide for yourself if the tasks are too simple.

poachedeggs Fri 08-Mar-13 07:38:10

I'd like to add my experience of school. It was great in that I went to a small rural primary and the classes were composite, so lots of opportunities to differentiate.
Having said that, school was easy easy easy until I was 16/17, partly because I was never really pushed (I was given a level of work I could still do easily) and because I was supported very closely. I have never found self- directed learning easy, crammed for lots of exams, and found university extremely difficult because I simply didn't know how to apply myself because I'd never had to.

So it's not just about getting the next level up but about learning to learn. It might be that he's bored because he's being expected to do more with less support, which means he's having to work harder for results but he'll be in a much better position if he develops these skills now.

technodad Fri 08-Mar-13 07:58:20

Hi all.

I have been without Internet for the last week, so sorry for the lack of replies. I will have a good read tonight and respond to some of the questions.


technodad Fri 08-Mar-13 20:17:36

Sorry for the delay. To answer some questions:

"How do you know what the next term's activities are, and how do you know that he already knows it all? Have you seen his books and is it apparent to you that he really is doing everything easily? What level is his homework - is it challenging? If you have enough evidence (based on these sorts of questions) to conclude that the work he is being offered really is too easy"

Well, the school tells us their teaching aims and topics for the next term and he knows them all already because we asked him and he answered correctly.

He tells us that the work is too easy. They give them a printed sheet with one line on it and ask them to write a sentence about it. I ask him why he doesn't write more and he says "because we are only allowed one sheet and it only has one line on it".

They don't get (and never have had) any homework, so I can't assess it. He sets his own homework - with our help (like writing books, comics and poems, or learning his times tables)

"I'm sorry, I can't imagine how a 7 year old can 'learn nothing from his teachers'. I would love clarification about this from the OP."

There are some classes that he finds particularly boring, such as one class on Tuesday morning where they do cutting out and playdough. Sometimes they do handwriting skills, but he is not allowed to do joined up hand writing, even though his hand writing is better than mine!

I am sure he learns stuff from them, but my point is, they are not stretching and differentiating sufficiently.

"I agree, friendly. I don't really get the 'stretching' at 7. There are so many fun things going on in primary schools, that I really don't see how a child gets bored!"

Why don't you get stretching at 7? I define "stretching" as part of "good teaching". Know the abilities of your students and give them work to excite them about learning. This is the same for a 7 year old as it is for a 15 year old. Surely exciting kids about learning is the primary aim for a teacher in primary school.

Fundamentally, my opinion is clouded by my own personal experiance. When I was at primary school, I was 2 years ahead in maths and science and was taught things like trigonometry when I was in year 5 and 6. Then when I went to secondary school I didn't learn anything new in maths until I reached O Levels. By this time I had dis-engaged and forgotten how to self learn. This meant that my O Level grades were quite poor, and this read accross to my A Level and degree achievements. A lack of stretching at school stopped me from achieving my full potential, and I don't want this to happen to my DCs!

I don't believe this is unreasonable, since we all pay quite a lot of tax!

P.S. This is not an attach on teachers, 'cos I think much of the problem is the bullshit OFSTED tickbox teaching that they are forced to undertake.

ipadquietly Fri 08-Mar-13 21:04:36

He tells us that the work is too easy. They give them a printed sheet with one line on it and ask them to write a sentence about it. I ask him why he doesn't write more and he says "because we are only allowed one sheet and it only has one line on it". grin grin
Methinks ds is having you on!
And he 'knows all about' the topics! Clever boy!

Techno you didn't read my post properly with quotes from Ofsted and the teachers' standards. 'Good teaching' as you so rightly say, differentiates for different abilities - this is part of the 'Ofsted tick-box and part of the teachers' standards.

technodad Fri 08-Mar-13 21:09:28

I am not sure I understand your point.

How is my DS having me on?

technodad Fri 08-Mar-13 21:10:58

Presumably you are saying that it is just a bad school with bad teachers - maybe it is.

ipadquietly Fri 08-Mar-13 21:16:51

I can't believe that any school at end of key stage is going to tell a child that they only have to write one line (or tell them not to join their writing). Schools have targets to meet!

You say that your ds knows everything about the topics they do and never learns anything new. What topics are they? shock

gwenniebee Fri 08-Mar-13 21:16:53

Have you tried speaking to his teacher? Might be interesting to get his/her take on it.

I had a "gifted" child in my Y3 class last year. He was certainly very bright, he did need stretching and he did need (and get) differentiated activities from me. However, he was also spinning his mother some incredible lines about his experiences at school.

iseenodust Fri 08-Mar-13 21:29:04

I think you need to talk to school because things like writing a well constructed story of some length is a skill can that can be stretched beyond primary level. Also I've always heeded advice not to race the curriculum so I wouldn't be starting French with your DS at home. Let him learn that with his peers. Give him choices over a musical instrument, astronomy, marine ecology, something different and then tire him out with some sport.

OP to answer your bursary question. We have just got DS 8 into an academically robust indie. Their literature says apply for bursaries if family income less than £48k and no other assets. Doesn't say what you are likely to get though and I think it said for entries in yr7 & 6th form (ie not yr4).

technodad Fri 08-Mar-13 21:39:54


Why do you keep saying that me or my DS are not telling the truth.

They are given sheets with limited space to write on, rather than writing in books. The sheets are the stuck into the books. They are not allowed l do joined up writing.

It is OK for you to think I am an arse, but all I was doing was asking for advice to get the best for my child. If you have none to give then please walk away from the thread.


gwenniebee Fri 08-Mar-13 21:46:01

I am not saying that you are an arse. I am not saying that your DS is not telling the truth, but I am saying that from my experience as a teacher, children do not always communicate very accurately to their parents. This is not to say they lie (although sometimes they do) but it is to say that things get lost in translation.

It works the other way round, too. A child tells me something about home and I sometimes have a duty to investigate this, and more often than not it turns out to be a tall story.

OP, you have not answered my question as to whether or not you have talked to the teacher. Your DS may well be telling you the truth as he sees it, but he may not understand the motivation behind the tasks he is being given. You and the teacher should be working as a team to engage him in his learning, but your tone is very much "me vs them".

ipadquietly Fri 08-Mar-13 21:50:50

I'm not saying you are an arse, although I do question your ds knowing 'everything' about a topic - that does sound like an arse to me.

However, I do teach Y2 and I know the Ofsted requirements for the end of Key Stage One. Therefore, I question the 'constraints' being put on your ds regarding his progress (such as the one line of writing, and prohibition of joined handwriting.) All state schools are living in fear of Ofsted at the moment - the framework is based on data and progress. I can't quite square your comments about ds' school with the standards every school in the country is required to reach.

ipadquietly Fri 08-Mar-13 21:52:00

(Hey, gwen, are we the same person?)

technodad Fri 08-Mar-13 21:53:52

It is definitely not "me vs them" but I can't explain why this is the case because it might reveal who I am. But we do a lot for the school.

We discuss it with the teachers every parents evening and it never improves.

7to25 Fri 08-Mar-13 21:55:49

Hi technodad,
I have one very bright child who is now grown.
When he was in primary school, about a year older than your son, I was having big problems with bad behavior at school caused by boredom. His teacher said she would see him on Crimewatch! (not managed that yet)
I paid for him to go to a tutor to "stretch" him and he was a lot happier. Can I also suggest music lessons?
He went to a private school for secondary but was only really happy ay university .......he is still there.

ipadquietly Fri 08-Mar-13 21:57:46

techno why do you say your ds knows everything? That is impossible for a 7 year old!
If I had a parent at parents evening saying that his child 'knows everything', I would have a bit of a splutter behind my hand and suggest they did extra research at home.

gwenniebee Fri 08-Mar-13 21:59:15

Hey ipad... you never know!

OP, I think you need to try and talk to the teacher again, not just at parents' evenings. I can understand your frustration if you feel you are raising issues and it's not getting anywhere, but I think communication with the teacher is the first step. And then (and I don't say this lightly because it normally annoys me!) if you don't get anywhere with the class teacher, then it might be worth raising your concerns with the head.

ipadquietly Fri 08-Mar-13 22:00:30

If nothing else, techno, you can take those quotes from Ofsted and the teachers' standards in to your ds' school and ask why differentiation isn't happening.
Is it a 'good' school? When was the last Ofsted?

technodad Fri 08-Mar-13 22:01:25

Thanks 7to25

iPad: I never said he knew everything. Like I said, if you don't want to help, just don't post.

If you are posting because I have caused you offence somehow, then I apologise.

gwenniebee Fri 08-Mar-13 22:02:08

I do agree with ipad about the "knowing everything", though.

Maybe he could be challenged (by you) to come home from school with a new fact every day, with a reward at the end of the week for five new facts, so that he doesn't just say "there wasn't anything"?? Just thinking what I might say to a parent who came to me saying the sorts of things you're saying. You could even get the teacher in on the "game" so that he/she sneaks some incredible fact in to the lessons.

gwenniebee Fri 08-Mar-13 22:02:39

x-post, sorry.

I need to go to bed - good luck!

technodad Fri 08-Mar-13 22:02:39

Gwen - talking to the head...... Gets nowhere sadly.

ipadquietly Fri 08-Mar-13 22:03:12

Quote from techno

Well, the school tells us their teaching aims and topics for the next term and he knows them all already because we asked him and he answered correctly.

coldcupoftea Fri 08-Mar-13 22:14:38

He says he's not 'allowed' to write more than one sentence? In year 2? hmm I think he has the wrong end of the stick. I would ask the teacher, in front of DS: "DS says he's not allowed to carry on his work on another sheet of paper if he has more to say, I told him that he must have heard wrong, isn't that right?"

As for knowing the topics, our are things like volcanoes, poetry, the Egyptians etc... subjects that I can't imagine even the brightest 7yo knowing 'everything about'.

FamiliesShareGerms Fri 08-Mar-13 22:18:16

DS (Yr 2) is smart but not G&T but I despair sometimes about the homework he gets and some of the "learning targets" as he's been able to do them for months, if not years. Eg this week's maths homework is based on the ten times table. But there are lots of things that he's behind on (eg his handwriting) that he needs to focus on. OP, I'd guess that there are things that your DS does need to work on too.

Otherwise, has he started playing a musical instrument? Or maybe join the Scouts? Or do Perform? Ie something non academic but that should help him develop in other ways

technodad Fri 08-Mar-13 22:27:40

Cold cup: shouldn't the teacher recognise that some can do more than a single sentence and make sure the child understands that they can ask for more sheets. Why should a child have the initiative when the teacher doesn't.

Behaviour breeds behaviour!

technodad Fri 08-Mar-13 22:31:55

FSG - sadly he has never had homework other than reading (which he is well beyond).

Musical instrument might be a good way forward. He refuses to join scouts because he won't promise to god (because he is atheist).

The problem is, he is still tired after school and it is frustrating that the best hours for learning are not made the most of. We do lots of home education, but I don't want to push him too much during his "free time".

seeker Fri 08-Mar-13 22:44:00

What national curriculum level is he at?

ipadquietly Fri 08-Mar-13 22:44:38

techno A single sentence isn't acceptable in Y2. I think you ought to clarify the 'expectation of one sentence' with the teacher.
Having worked in Y2 for the best part of 16 years (and knowing very well what the expectations are at the end of the year), I find that hard to believe.

FamiliesShareGerms Fri 08-Mar-13 22:49:26

Try piano - DS has just started, and it's a good age, provided they can read fluently

seeker Sat 09-Mar-13 01:23:02

There are two possibilities. Either this is a seriously crappy school, in which case you should move your child ASAP. Or your child is misunderstanding, or spinning you a line.

Of the three, I slightly favour the third, particularly if he is bright.

seeker Sat 09-Mar-13 01:23:53

three possibilities. Including the Spanish Inquisition........

seeker Sat 09-Mar-13 01:25:20

Oh, and my atheist son is a cheerful and happy Scout. The Promise says "my god" and he told me that his god was Darwin so he was happy to make it.

Shakey1500 Sat 09-Mar-13 08:26:37

Why does it feel like techno is being cross examined?!

Obviously if the topic is maths and they are learning the 3 times table (for example) which his son already knows, he can claim to know all about the topic. The topic in hand.

Techno, my ds is 5 and we have an upcoming appointment with camhs due to particular "quirks" and learning ability. This has been recommended by the school. I will wait and see what springs from that but I think we may (at a later date) head down the private tutor route as opposed to private school.

technodad Sat 09-Mar-13 10:47:44

Thanks Shakey.

It is nice that your DS' schools recommended the appointment.

seeker Sat 09-Mar-13 11:09:28

I'm sorry if the OP feels cross examined. The problem is that some of the things he said don't square with other's knowledge or experience, and it's difficult to comment properly/helpfully without the relevant information. Which is certainly why I asked questions.

Gruntfuttocks Sat 09-Mar-13 11:23:02

It seems to me that you have raised your concerns on a number of occasions and the school haven't responded. Time to look for a different school.
DS1 was very bright but the school refused to acknowledge or do anything about it. We changed schools and it was an overnight transformation. He went from bored and frustrated to happy and engaged, and it was well worth it.

ipadquietly Sat 09-Mar-13 12:43:26

It's not a cross-examination.
We're asking questions because techno has described some unlikely Y2 scenarios, in view of Ofsted requirements and teachers' performance management targets.

seeker Sat 09-Mar-13 15:42:29

And it is quite interesting that the OP has been back on the thread and hasn't addressed any of the queries

technodad Sat 09-Mar-13 16:39:57

Come on seeker, I have replied, but noone believes me.

At no time did I say that he doesn't learn anything from school. I just said that he isn't being stretched to a level that I am happy with and every attempt to speak to the teacher results in no action.

I don't want to give any really specific examples, in case it might compromise my anonymity.

If people don't believe me, and don't want to give advice, the simply move along.

Thanks to all those who have helped.

FriendlyLadybird Sat 09-Mar-13 16:53:55

techno - if you really want to do the best for your son, I think you are going to have to be a bit more open-minded.

Consider that 'bored' does not necessarily mean that he's finding the work too easy. It could be that he's finding it hard or that he doesn't want to do it. If he's bright he's probably worked out that 'bored' is a trigger word for you. So, yes, he's telling you that it needs investigation, but don't just accept what he's saying at face value.

There are a good four to five hours of learning time in school. I do not believe for one moment that they are all filled with completing in one-sentence answers on worksheets. Ofsted would have strung them up. However, don't imagine that the occasional discipline of writing only one sentence is a bad thing. Being concise is a skill, essential in tests and exams, and largely absent in young children who tend to equate length with quality.

I'm afraid your insistence that he 'knows all' next term's topics makes you sound ridiculous. When my DS was in Y2 I remember his topics included the Fire of London and Florence Nightingale and Mary Seacole. These are not things it is possible to know everything about, and neither is it possible to ascertain by questioning that a seven-year-old does indeed know everything about them. Similarly, you say that he is 'well beyond' reading for homework. No one ever gets 'beyond' reading.

You also say that 'sadly' he is not given homework, but in the same breath that he's too tired after school to learn anything much. So, probably a good thing he's not given much homework then! Something must be tiring him out at school, even if it's not learning, so let him chill.

From your username and the story you told of your own education, I would say that you have something of a 'quantitative' mindset: "I know that, tick box, and move onto the next thing, preferably faster than other people". A lot of learning (even in mathematics) is about practice, repetition, working on the same thing until it's improved, approaching the same subject from a different direction, etc. If your son has the same view, it may be that he just doesn't understand when he IS being offered the opportunity to stretch himself.

technodad Sat 09-Mar-13 17:02:03

I meant that he was beyond the books they provide, not that he is beyond reading.

I am signing off now. Thanks for those who have helped.

seeker Sat 09-Mar-13 18:03:38

Techno dad- you haven't said whether it was the teacher or your child who told you that they were only allowed to write one sentence, for example. You haven't said how you know that he already knows everything he"s going to be taught all year. and you haven't said what national curriculum levels he's currently working at.

Jo1717 Mon 29-Apr-13 15:56:22

Message deleted by Mumsnet for breaking our Talk Guidelines. Replies may also be deleted.

dipdabdo Tue 11-Jun-13 06:22:19

An old thread but I just want to add something. Everyone is saying that its impossible that a Y2 teacher can get away with providing a stream of worksheets in which the children are required to give short (one word/ one line) answers. However, as a parent volunteer in Y2 who regularly sticks these worksheets into books, I can say that the OPs description is true. Once in. a while the children get a chance to write as much as a side of A5 but the one line answers are typical.

I really like the teacher who I help and I have great respect for her. However the OPs description accords with what I witness.

As to persuading a reluctant school to differentiate sufficiently for the children at the extreme ends of the spectrum... well good luck with that as I never managed it. IME yuan should expect to see some differentiation across three or five ability groups but if your child completely grasped the learning objective in hand the first time round, it doesn't mean that he won't have to keep coming back to practice it until the majority have mastered it too.

IMO this is no big deal once in a while but if its every single learning objective within a particular subject and its like this day after day, week after week, term after term and finally year after year, then its hardly surprising if the child in question experiences boredom.

FWIW my child's HT's only proferred solution was to give me some G&T workbooks that DS could do in the evenings. However, although he,d enjoy the worksheets if he was given them at school, its proven impossible to engage him in the evening when he's just grateful to be away from the boredom of school. Sadly, he used to love learning but that's almost gone now.

thefruitmonster Sun 16-Jun-13 10:18:22

Echoing the last poster, I know this is an old thread but found it hard to ignore.
techno: It's near on impossible to post stuff asking for advice that relates to your child being at the higher range of anything, without some out there 'having a go' IMO. It is completely unwarranted but unfortunately it happens and is un necessary for others be so aggressive. You are right to ask those who don't like it to just leave the thread alone.

I have a lot of personal experience of this, both as parent and teacher.

In addition.....IME there are some very bad teachers out there and schools' SMTs are where the changes can happen. However there ARE a lot of good teachers too who work tirelessly for the benefit of the children, of all abilities. Sadly though, just because of those who do a great job in the classroom does not invalidate the fact that there are some bad ones. Sad but true.
I think shared experience can help, especially when we reach out for help, but attack and basically telling someone they are lying is just not on.

Hope you get help and your DC gets what they need to help develop well in the ever changing society in which we now live. smile

Join the discussion

Join the discussion

Registering is free, easy, and means you can join in the discussion, get discounts, win prizes and lots more.

Register now