Parents night last night. yrR childs work at school is nothing like her home stuff.(30 Posts)
Maybe she can't concentrate in a busy classroom/doesn't feel relaxed enough? Have you asked her about it?
Well writing is a fairly small part of the EYFS curriculum to be fair. Reception reports this year should include comments on the child as an effective learner - could these help?
from what I gather from my daughter reception is a VERY distracting environment. We have had issues with friends insisting on talking when they are supposed to be working and she has got quite upset about it because she WANTS to work. Often there is a bit of a situation where if they finish their work they can go off and play and whilst they are working they are actually seeing other children playing. So my guess would be she quite probably does the minimum she can get away with so that she can go and do something else whereas if a member of staff sits with her she will put the effort in.
also even - maybe especially - G&T children still need time to mature and develop in less academic areas. How does she relate to her peers? Being clever isn't always easy!
It's a shame the report is so negative for such a young child! I would be pretty miffed if that was my child. Especially if, as Peri says, it is not the most conjusive environment for writing, and if the boundaries of what you are "supposed" to be doing at any given moment are blurred. Children this young don't "mess around" do they, rather they have not been shown appropriate behaviour/given expectations. Perhaps I have rather an idealistic view?
my eldest (reception) has a lot of ASD traits but she has so many that I think if she is on the spectrum it is just on the edge of it. a few GPs who didn't know her said she might be but the Health Visitor who did know us said she wasn't, she was just extremely bright/gifted in some way and these traits were often part of that.
That is awful that she hasn't been praised. that means some kids have been praised a huge number of times over the year and her not once even though she is doing better than they would expect.
I'd say the onus is on the teacher to engage children. Yes, it the learning is play based/practical - but it's learning nonetheless and children of this age are eager to learn. Is your dd happy and enthusiastic about school op?
I hope her teacher next year is more supportive OP. I would invest some time early on and get her (both your DD and the teacher) on track if you can. Perhaps Y1 will suit her better (clearer expectations and structure).
It is quite a combination, the giftedness and immaturity. From what you say she reminds me a little of a girl in my class. I have been concentrating on boosting emotional resilience in readiness for Y1 - where I think she is really going to fly! worth a chat with her teacher if you are concerned.
Will it be all change for next year for her though when she goes into Y1? If so, I probably would leave it until next year. Not good losing teacher twice, can see that would unsettle her.
DS1 is a bit like this, we haven't had his report yet, we get it tomorrow but I will be interested to see what it says. He too will bring his behaviour down to the youngest level in most situations, but is very bright and is working ahead of the class in literacy and numeracy.
The difference is that school are very positive about him, he gets lots of praise and encouragement especially about the things that he finds difficult - socialising, working in a group etc.
I wonder whether the mixed environment is really affecting her detrimentally, it sounds like she is distracted and finding it hard to concentrate. Will the set up be better in Y1? I think I would want to find out more about the structure of the day, and I would also be expressing disappointment that they hadn't found anything to praise her about until you mentioned it. They should be encouraging all children equally.
if you are concerned enough to start a thread about it you need to mention it at school. Why wouldn't you? I'd be gutted if any of my parents hesitated about coming to me with a concern like this - you are going to worry all summer!
Y1/2 may very well suit her better.
See that could be better for next year, but what about when she is in the elder cohort of that class in 15 months time? I guess you can hope that she will have matured by then and that school will have learned to handle her better.
Are there realistically any other options or is this school it?
I'd leave it a while, knowing you have options for the future. If she's as self motivated a learner as you describe you won't be doing her any harm, and meanwhile she's building friendships. I'd talk to school so they are aware and then just monitor.
It's not my school, phew! we are far from outstanding
You are not a twat, but that made me giggle as xan empathise!
DD is similar in that she is very good at reading and writing but her writing at school is not as good as what she does at home.0
At home she is writing pretty long stories complete with illustrations (which have a decent plot for a 5 yr old) and writing a daily diary etc but her school work is similar to that of your DD. occasionally they see flashes of what she can do.
They (the teachers) are convinced its because of the noisy classroom and she can get distracted by seeing her best friend constructing something on the creative table and want to join in.
The HT has also said that it can also be a maturity thing in that if DD does not want to do something atm you cannot make her but as she matures you will be able to negotiate with her more. HT said by the end of the first term in yr1 they will start to push her more academically (she is also G&T) as she should have matured a bit by then (fingers x).
If you have the option of private in the future then I would hang fire for now in terms of moving her.
Everyone keeps telling me that Year 1 is a massive change and much more suited to academic children.
Dd with autism found reception year (in a foundation unit) quite a challenge. She much preferred the structure of y1 and even more so year 2. Dd doesn't thrive in a busy atmosphere and so free play for her was pretty stressful. Fortunately they did put in structure for her but she was still surrounded by children doing their own thing. It may be that in a y1/2 class she will feel more settled and more able to show what she can do.
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