Any parents of summer borns in YR Y1 experiencing unfairness in access to curriculum?(184 Posts)
I would like to know if there are other parents out there whose summer born children are in YR or Y1 or even Y2 and are struggling a bit or put at a disadvantage by the pace/level of the curriculum? My DD turned 5 at the end of August. She started school last January with a brilliant attitude toward learning and I have seen her attitude become more and more deflated over the last several months.
She picked up on reading quickly but was only assessed as 'emerging' in literacy for YR. Today, she had 2 quizzes in school (yes--2 in one day). A 10 word spelling test and a math test. She had 20 seconds to complete 7 different equations. She got 4 out of 7 and was disappointed in herself. Although these equations were supplied to us a week ahead it seems to me to be a tough test for a 5 year old. The school is big on testing and streaming. But at this age, when development is a huge variable is this wise? When most of these kids in her class were her age they were not doing math at all and were barely reading. I feel my daughter is expected to work twice as hard to be considered half as good.
If there are other parents out there who have experienced this type of what I consider bordering on discrimination I would truly like to hear your experiences and maybe we can pool some advice on how to approach the schools with this problem.
It is very hard to constantly read on the news how summer born children are 20% less likely to go to university, be well adjusted at school, etc. I think we parents need to discuss how to look out for our young children, because the British education system does not seem up to the task (or interested in the problem).
I eagerly await hearing from you.
Not ridiculously and unrealistically high but just may be one grade higher. A pupil's predicted grade may be a ks2 4c or gcse c if s/he progress according to his/her current behaviour. But set a target at ks2 4b or gcse b. There is a difference between "target" and "prediction" based on our current state. If you want them to achieve higher result you need to encourage them to aim higher.
That's not at all the same as "If the national average is 4b then every child’s target should be 4b or above."
For some children, a 4b IS ridiculously and unrealistically high. Not every child can get a GCSE C grade in every subject (if they could, those grades would essentially be worthless).
I hold a believe (faith) that every normal average child or person has the capability to reach at least an average standard in everything they want to do if they have the will to achieve. Though it may take one person more time or more setbacks than others.
It is perfectly possible to be 'normal' and below average academically.
I agree with vkyyu that most people would be able to achieve a C with support and hard work. Unfortunately the teachers often don't seem to believe this so it is often up to a parent have that faith and to fill in the gaps.
What I find so unfair for Summerborns is that it is as though they are being set up to fail from the start. Correct me if I'm wrong but as I see it even your EYFS profile is used to judge your ability and predict where you will be in the future i.e. EYFS sets targets for KS1 which sets targets for KS2 which then sets GSSE targets.
It seems ridiculous that a child of 16's ability is thought to be predicted from such a young age. In my DCs class 2/3 of the class are Autumn/Winter birthdays and as a summer born she is really struggling to keep up. This is not because she is slow or not as bright as them but simply because she is more immature and hasn't had an extra year to practice writing and reading. And yet she will be judged by exactly the same criteria as them. How can that be right??
Most people do get Cs or above. Something like 70% nationally get C or above, I think, in a subject like English. That's most people. However, if you are really suggesting that the lower half or two-thirds of the 30% who don't get those C grades could just work a bit harder and get a C, then you are really really optimistic (and that's being polite, I can think of other ways to describe it)!
Unattainable, unrealistic targets continue through to secondary
i hate all this academic pushiness and grading. I really could not give a stuff about what level my child achieves, but the system seems determined to make me care, because of the huge impact that has on how others treat them. I wish we could just value learning but i am obviously a little idealistic and naive!
Many continue their studies in FE or take the subject/s again in adulthood and many managed to pass in the end.
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