Advice Please!

[Emsoboe]

Hi

I'm new to this, although I've been lurking for a while. My son has been G and T since reception. I know this is no big deal, but he's always been considered to be "well ahead of his peers" (schools words). He is now in Y5 and after the school has recently been inspected by the local authority I was told that he is to have his own individual plan and some dedicated one to one time each week - this was LA advice to the school, reported to me by his teacher.

So, he started off having one-to-one time once a week - an internal arrangement, he's not entitled to funding for this as he's achieving 'well beyond expectations'. However, after just one week (!), school extended this to a group of children working together as "it's not fair to offer this support to one child". He is also often now being told off for taking the lead too much (I understand this, but there are ways to manage it!) and for sometimes commenting when the teacher makes a mistake (again, I completely understand! - the teacher that is!). This may make him sound obnoxious, but my point is that he really isn't - he needs reigning in sometimes but has always responded well to this (as I have been told at parent meetings).

He came home very upset yesterday and asked what was the point of being well behaved and doing his best because the school seems more interested in those who don't behave and others who (rightly) need lots of one-to-one support for various SEN (some statemented, some just school action/school action plus). This is the first time he has been negative about things, he's really confident and normally enjoys school life, perhaps entering a little too fully into it at times!

1. Am I right to feel a little miffed about this?
   
2. What do I do about it?

[Emsoboe]

DS was the only one in the 1-2-1 group. He was identified as he has particularly high ability - ie is well ahead of all of his peers - no-one is close in ability. This was the issue the LA picked up on. Also the fact that when he is in a group he tends to dominate (yes, this is an issue we're working on) and take over.

Schools response is generally that they don't want to move him on too far as he can only get 5As at the end of next year, and he's already scoring that now.

[Emsoboe]

Thanks squidgy!

The 1-2-1 group was increased to 5 children.

There is no grammar school in our area, but there are some very good state secondaries. I don't think private would be an option as without a 100% bursary, which I don't think our income would be small enough to justify, we could not afford it - we're in the unfortunate category of too much income for help, but not enough to pay school fees, especially when planning university into the equation!

However, our state school options are good, so I guess we just have to hang on. The reality is, I think, that he is like a Y6, getting 'too big' for primary school, but unfortunately is still in Y5 so has another year of this!

[Emsoboe]

I talk to the school on quite a regular basis as I have quite a big involvement with the school anyway.

My son loves to extend himself. He has been reading fluently since Reception and keeps an Amazon wishlist which we buy from as and when he's earned it (pocket money) or deserves it for other reasons. He has a wide reading list from Alex Rider to books on science and history. This evening he was doing some origami from a book his dad had as a child. He is always interested and loves to learn more. Whenever a topic comes up in a SATs test/ICT work that he hasn't covered at school he will straight away explore the topic for himself and so has managed to access all the learning he needs to reach the top level 5s and beyond at his age. This 1-2-1 lesson was the first time that the school were actually going to make a conscious effort to provide something for him, and it's already been taken away.

I also get frustrated as he is not chosen for sports teams and plays etc., even though he has talent in these areas, because they want to give others an opportunity. I completely understand, and to a great extent, agree with this, but it seems unfair that this is now consistently happening. He does do a range of activities outside of school which have given him opportunities, so the school don't want to give him these opportunities in school.

If a school treated a child with SEN in this manner (which of course would be very wrong) then something would be done about it (I'm sure I'd be one of the first in the queue to complain!).

I have always been fairly laid back with school as my son has been happy until very recently, but they have always been very open and honest in their discussions with me, hence I've written this on here. But we are now getting quite frustrated and wondering if we should be expecting more than this?

[Emsoboe]

To be honest, my biggest frustration is that I think he is the victim of some difficult school politics. He is in a class with another child who is reasonably able but I know the parents have complained that child lacks confidence because of my son (?). Childs mum is on the staff. Also, they have to, as all schools, improve their SATs results, and unfortunately my son will meet his targets (5As) but can't exceed them and so does nothing for thier league table position.

He currently learns two instruments - of his own choice - and is doing well on both. I think my responses to your questions have made me realise that we are doing lots outside school and encouraging him in his self extention, and I think we just have to maintain this for the next year and choose a secondary school very carefully!

Sometimes it's good to just vent the frustration and G and T is so difficult (ie IMPOSSIBLE) to discuss on the playground!

Thanks