Parents evening woes(20 Posts)
Had parents evening tonight. Have a rather quirky 4 year old so was delighted to find she has settled in really well and that the teacher really 'gets her'. Also felt rather pleased that we were told our 2 children are delightful!
Moved to year 2 daughter's class. All very negative, needs to put more on paper, less attention to what others are doing etc.. No positives really.. Given her predictions for end of year 3c across board. Asked about this as she was rated 2A at end of year 1. Told that it was well above average. I asked about expected 3 sub levels of progress( thank you mumsnet!) but was told it's much harder to demonstrate at level 3 and was basically brushed off. Now I know she is doing well and this is not a stealth boast but it all seemed so negative and lacked any aspiration for her. I'm aware that 3c is above average but in a middle class school with 2 degree educated parents I would expect that. Not sure what to do next.
I don't really know what else you can do apart from help her a bit more at home. Give her a bit more practice. How do the other kids seem to fare? Are they behind too?
From your post, I would focus with her on the points made around "needs tout more on paper" and pay "less attention to what others are doing" rather than whether she will reach 3c or 3b. I have seen (as a parent) big differences in attainment at KS1, KS2 and into secondary due to whether a child has that desire to always demonstrate their best and seeks out more or whether a child is willing to do the minimum he/she picks up might be required.
Personally (not a teacher) if my child was a 2A at the end of yr1 I would expect a 3B at the end of yr2. But having a target of 3C does not mean they can't get higher iyswim.
How do you feel the teacher is on a day to day basis? Is your daughter happy?
She loves school and is popular and happy. I agree with the points made she can be slow at getting tasks started as she wants to make sure she does them well. It's just that it all seemed so negative- she had glowing reports in reception and year 1 both for being a kind and happy member of the class but also academically. Maybe it's just the change to year 2 but it seemed a shame to have no positives!
I certainly noticed the difference in parents eves between KS1 and KS2. KS2 seemed to be a lot more "your child can do x, y and z but I want a, b and c" etc which is a bit of a shock from the more gentle KS1 parents eves but actually I prefer it as its more constructive iyswim.
I guess it's down to each teachers style though so its not just being in yr2 iyswim.
I am no expert on levels but i think one of my DS ended year 2 on a 3c ( i think) which is quoted as expected level for end of year 3? DS is in top 3 in the class in a hyper middle class prep school. Are you sure this is as pessimistic as it sounds?
It sounds like its the negatives rather than the levels that are the main issue though.
That's the thing I think, I know she is bright and interested( as all mumsnet children...) but it was the lack of any positives coupled with predicted 1 subunit improvement( admittedly to a good level for year 2) that upset me!
To be honest I was expected to go and hear the reception child was tantrummy and defiant and won't hold a pencil and was expecting a glowing report about year 2 child so I think it was the reversal that threw me.
I have had parents evenings like that where my naughty kid has been fab and doing v well and my good kid was being too quiet, teacher wanting more etc etc.
Tbh I would sleep on it
and forget it and maybe have a chat with her about focussing more in class and not getting distracted etc.
I really wouldn't give a moments thought to "predicted end of year targets" - they are irrelevant to your child.
OTOH, the teacher has given you (and therefore her) a clear idea of how she can improve upon the (high levels) she is clearly achieving. Isn't that what we want for all children ? Not to just be patted on the head and told they are clever - you already know that, what I want to hear is "what is the next step?", and that applies if they are considered to be 'average' , 'ahead' , or 'behind' tbh, it's about how each individual child can move to the next step.
3b/3c -stop getting hung up on sub levels they don't matter!
Neither DD1 or DD2 ever had a level until their KS1 SATs.
Your DD1 is doing fine, just encourage her to do as the teacher asks.
Just be grateful the teacher gets your quirky YR DD2, it's so nice when teachers do.
DD1 has teachers who get her and teachers who don't and you can guess the don'ts are stressful.
Seriously if you stress about sub levels at KS1 you will have a nervous breakdown at KS3 (where levels are generated by bingo machine).
Thanks all! Very sensible and correct advice. Definitely true about DD2, think it's been an excellent start to school for her which could set the tone for the next few years( hopefully!).
3 sub levels in a year? Who has told you this?!
DS achieved 3c for reading and writing. He was in the top 15% of his class. Nice village middle class school. I don't think anyone got above a 3c by the end of yr2.
I think 3c is v good and you couldn't expect higher. When my DD1 was shortly to do her yr 2 sats the head gave a talk on basically how much is expected from the children (many of whom aren't yet 7) to get a level 3, particularly in writing. On that basis, I think just to get a 3 is v good and I've never heard anyone complain that the 3 wasn't high enough. Also, I wouldn't get too het up about sats levels to that extent. My DD2 left year 2 with 2a in maths and yr6 with 6b, which is clearly loads more progress than expected. They all mature at different times.
I came out of parents eve with a similar Meh feeling. I think there is so much pressure on documenting progress and total absorption in what they need to do next these days. It seems a bit like nothing is good enough. It certainly ramps up in Y3 too!
It's supposed to be 3 sub levels over 2 years not 1.
You are stressing way too much. It's only October. By the time school reports are written in July perhaps your dd will be 3b.
I honestly can't see what the issue is.
Our expectation is that a child should make 2 sub levels of progress per year in
Years 3 – 6 (Key Stage 2), and 3 sub levels of progress per year in Years 1+2). These are aspirational targets which are supported by the Governors, Excalibur Academies Trust and Ofsted.
We have set these targets because a child in Key Stage 2 progressing at one sub level per year, whilst making progress, will not achieve the expected 6 sub levels (2 whole levels) required between end of KS1 and Year Six SATS.
That seems to be the accepted data! However I appreciate all the comments
Please forgive me for hi-jack but I have also got back from Parents Evening this evening. DD1 received a 3 in her SAT's at the end of Yr2 in the summer. There were no sub-levels defined. Found out this evening that DD actually finished Yr 2 in literacy at 3B. Teacher this evening was very effusive of DD's abilities and says she has already assessed DD as moving up to 3A already and that this is unusual as children usually slow down or plateau at the start of KS2. If DD continues like this what could we expect her to get at the end of Y3 or Y4?
Just as an aside, DD finished Yr1 with a 1A across the board so she has come on huge leaps and bounds.
Once again OP, sorry for the hijack. Was going to start my own thread but saw this was in a similar vein.
A few points:
Level 3 is huge level - it spans more curriculum content than Level 2
It has been known for Y2 teachers to artificially inflate levels. It happens...Massaging the figures looks good for end of KS1 but it makes it very hard to show 'good' progress by the end of Y6 as the 'value added' looks lower
Many schools are going down the 'your child will progress across 3 sub-levels per year' route which is completely ludicrous and unsustainable imo
This sub-levelling malarky is a political exercise and I wish parents would treat it with contempt and disdain. Stats can be massaged and manipulated and it is all for Ofsted.
The main thing to focus on is her concentration. It sounds like this is an issue albeit put ever so nicely by the teacher. And that she is enjoying her learning.
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