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School says it doesnt have a G&T Register and getting an IEP

(16 Posts)
sarahmoth Fri 28-Feb-14 18:39:42

DS is in Y1 1 and within a month of starting reception school had observed his exceptional maths ability. (He is generally a bright child, and is 'gifted' in maths - in reception he could easily understand some Year 3 work without being 'taught' it.)

In YR they made some effort to challenge him, and he did go up to year 1 for some maths lessons - but it was unstructured and hit & miss.

I spoke to the head at the end of YR and she said in Yr 1 he would go on to the the G&T register and would have an IEP. This gave me confidence that he would be appropriately challenged in a structured way.

This didn't happen, the head left and a new one has just been appointed. I have spoken to his teacher and she says that the school has decided that they aren't going to do a G&T register as its being phased out and that IEP are only for those who are struggling.

Is this correct? I thought the school HAD to have a register? I have asked for an IEP and been told no by the SEN teacher - should I challenge this (by going to the new head) or wouldn't that really help. Not sure what to do

Marne Fri 28-Feb-14 18:53:08

Quite a few schools don't have a G&T register and tbh I don't think it matters, all it does is conforms your child in in the top 10% in his class (high achiever). All that really matter is that your ds is getting the correct work to keep him engaged, reception and year one is still based on learning around play (learning social skills, play skills as well as basic maths and literacy) so a lot of schools will not place children on a G&T register until they are older.

My dd has always been working in the top 10% and is now 10 (but working at the level of a 14 year old), she is not on the g&t register as her school is small so does not have one but her teacher keeps me informed of what level shes working at and makes sure she gets the correct work to keep her engaged at school. She has only ever had one IEP and that was based on helping her reach goals with her social skills.

natellie1970 Fri 28-Feb-14 18:56:31

I'm pretty sure I read that schools have to provide suitable education for every child what ever their ability. So whether they have a register or not they have to support your DS. Don't put off going to the school you've got nothing to lose and loads to gain I didn't go til yr7 and regret it now.

Iamnotminterested Fri 28-Feb-14 19:25:16

What Marne said.

sarahmoth Fri 28-Feb-14 19:32:40

Thanks, to clarify my concern is that he is not getting correct work to challenge him. The school have attempted to do so, but there have been continual interruptions (new class, new term, new maths sets etc) and then we have to start from scratch again. I also don't believe that they are fully aware of his potential / capabilities

They are set for maths and on his table of 6, he is working towards 2a targets, the next highest child is a 1a, however they are all given the same work.

I don't really care about him being on a 'register' as such, but was hoping this or an IEP would provide the structure to ensure he is challenged.

Letticetheslug Fri 28-Feb-14 19:36:18

get over yourself..

do you need an IEP (strictly an ILP) for your child? What will it provide? Teh school should be differentiating

At that age G & T is relative.

Why not do extra work with your child yourself? School is not the only educational input.

I say this as a SENCO and a mum of (looking back were) very bright children

LauraBridges Fri 28-Feb-14 20:11:53

Perhaps see if you could take a second job to afford the fees for a very academically selective primary school? They really do stretch very bright children particularly in maths.

Iamnotminterested Fri 28-Feb-14 20:29:51

LauraBridges - WTF!?!

BeerTricksPotter Fri 28-Feb-14 20:34:54

Message withdrawn at poster's request.

simpson Fri 28-Feb-14 23:36:56

I personally think you need to tackle the lack of differentiation within the class. It does not matter whether he has an IEP or is on a register for this to happen.

DD is also in yr1 and very strong in reading/literacy. She gets appropriate work within the class and her teacher is fab for helping me stretch DD at home (because DD wants this).

I would ask for a chat with the teacher and take a look at his numeracy book in class to give you more of an idea of what he does on a day to day basis.

Also DD is on top tables and does the same work as others but then some kids have extension work that they dive into straight away.

Marne Sat 01-Mar-14 12:06:04

What would you actually need put on a IEP? a IEP is to set goals for the child to work towards too, dd2 has Autism and has IEP's, these are to set her goals such as 'to work in a small group' or to 'write longer sentences with more meaning'.

Schools often re visit the same work over and over with children in early years, I know this can be frustrating for some children as they feel they already know it but it is to keep it fresh in the childs mind (as some children tend to forget some skills if they don't revisit them), my dd1 finds this frustrating but its just something that needs to be done, she also gets given harder work to do with another child to make sure she is being stretched to keep her engaged.

Theres lots of things you can do at home to help him, you can do extra maths work, he can read books or you could introduce him to a musical instrument but as for worrying about the g&t stuff, I wouldn't worry until key stage 2, let him play and let him learn at his own pace (by helping him out a little at home if you like), if you concentrate to much on the maths and literacy his social skills may suffer.

moginthedark Sat 01-Mar-14 17:52:19

<takes deep breath and tries not to let steam come out of ears>

There is a lot of um, attack on here that really doesnn;t make anyone's life better. As someone said rather brilliantly on another thread, it's not that there's a single pot of clever to go round all children. OP's child does not make your child any less intelligent.

Right, it is perfectly straightforward for schools to do an IEP for gifted children; quite a few schools do it automatically, some do it if asked. But they don't have to. What they do have to do is differentiate appropriately and show that he is making progress. Because if they don't OFSTED will be on their case if not. So you are perfectly reasonable to ask for this.

I think you should go to his teacher and ask what they are doing, and if you're not satisfied, then, yes, go to the new head.

And yes, his love of maths might be crushed if he's bored at this stage, and no, getting appropriate work on't stunt his social skills (WTF? I mean really?). So it is worth asking

moginthedark Sat 01-Mar-14 17:54:32

And Marne, DD had completely stopped working by the start of Year 2 because she was so under-challenged at school, so waiting until KS 2 could well be too late. Depends on the child and their temperament really.

sarahmoth Sat 01-Mar-14 19:47:11

Thanks to those with a positive input to my thread.

Its really helped as I now appreciate that the IEP is an optional thing for schools, but the way it was explained to me by the former head I thought all schools had a G&T register and those children at the top of it would have an IEP plan. - That seems not to be the case.

Its also helped me clarify that what he needs is the differentiation in class and that I dont need an IEP to do that. I will speak to his teacher about this more

ZanyMobster Tue 04-Mar-14 15:04:14

sarahmoth you will always get a lot of negativity on this board, in spite of it being a G&T board. I have asked for advice in the past to be met with some real nastiness (jealousy?)

All children should be taught at their correct level regardless, there is no need as others have said for G&T register or IEP. However many schools do not seem to get differentiation right unfortunately.

IME with DS1 he was on the same NC level from Spring term Y1 to the end of Y2. Within a term of being at a new junior school he had gone up a whole NC level so there is no way he was being taught to his ability previously. I left it and didn't go in to speak to them as in the past they had reassured me it was fine. He was bored and was not challenged but actually is being stretched now so it has turned out ok but he is so much happier and more motivated now he is doing appropriate work. Socially he is very mature but this is actually a problem but I don't think there is anything we can do about it.

I did eventually speak to the infant school teacher at the very last parents evening and she said the reason he was not at a higher level was due to the limitations of KS1 and that there was not a group of similar ability to put him in. This sounds like the case with your DS also so I would be inclined to keep on top of it now rather than leave it like I did.

iseenodust Wed 05-Mar-14 10:21:36

"The school have attempted to do so, but there have been continual interruptions (new class, new term, new maths sets etc) and then we have to start from scratch again. "

OP I fear you are just having one of those crap terms that happen. There are probably a number of parents who share your concerns whatever the 'level' of their DC. You say school is trying. I would hang fire and give them a chance.

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