if your yr3 g and t child is well supported by the school, can you give me some ideas of what they do? - preparing for meeting with the deputy head next week

[itsnotatoy]

Hi all

DS1 is in yr 3 and is on the g and t register for literacy, numeracy and science. So far this has not resulted in anything different happening and I have not been pushy as he is happy and well able to amuse himself doing some extra work himself, reading more books round the subjects he's doing and generally keeping busy.

However he has started to say he's feeling a little bored at school and I am worried that he'll start to get a bit lazy as I did at this age when I realised that I didn't have to work at all and I could just get top marks. It's all been downhill from there....

By coincidence the Deputy head talked to me last week about him and mentioned the YGT website and said the school were going to sign up to it and he'd be able to have access and that I should come in to talk about him next week.

I can't help feeling that him just having access to a website that he navigates himself and could look at from home is really what he needs - I'm thinking it should be more along the lines of setting him challenges so he will feel a sense of satisfaction when he completes them and that it should be about keeping his motivation up.

He's told me he'd like some numeracy homework twice a week instead of once a fortnght but I think even that should be more difficult stuff as it often takes him only 2 minutes to do it.

His teacher is a NQT and has flagged that he needs a bit more attention to the deputy head (who is covering the G&T role since the last person left at the end of last year, so at least they are aware that he needs something different to happen.

I'm just not sure what to expect, or what to ask for and so I'd really appreciate some ideas of best practice that I can have up my sleeve to suggest to them if nothing is forthcoming (they may surprise me of course...!)

Do your children go to other years for numeracy lessons? And what happens them then in future years? How does the provision follow through from year to year to different teachers (his teacher last year was really experienced and I think sussed him very quickly and kept him busy with subtly harder work)

Any ideas would be really really helpful at this stage. thanks

[TheFallenMadonna]

Ds is in a small group that once a week are taken out of the usual maths lesson and do extension work with a parent volunteer. Said parent is highly experienced and capable BTW. His work in science is also highly differentiated - I'm very impressed (as a secondary science teacher).

[marialuisa]

DD (Y3) is "G an T" in a private school (although they don't use that term). Since she started there in nursery she has had an IEP and been given differentiated work. She works on the same topics as the rest of the class in maths but the work is at a higher level (can be a bit hit and miss-homework is usually a sheet photocopied from a Y6 book). She hasn't received much individual teaching though, she gets given a book and is expected to get on with it.

The school is small and the communication between the different class teachers has been good.

[itsnotatoy]

thanks for replies - my wireless access has been down all week so sorry not to acknowledge sooner. much appreciated.