At Autumn parents' evening chats where we were told dd1 was on target for a level 6 in Maths and also level 6 for Spelling/Punctuation & Grammar. Her reading level was predicted as a secure level 5 borderline level 6
After Christmas the school stated a whole heap of afterschool classes for various members of year 6 which I can see are targeting help where needed to assist pupils in achieving their own personal target as far as best possible KS2 results is concerned. Dd1 has not been asked to attend any of these classes and I assumed that this applied to all the fairly high achievers in the class, fair enough, teacher/TAs etc. have enough to do bringing on those who need the help most.
Fast forward to recently however, the teacher now says that as dd1 will have a lot on her plate with level 6 SPAG and Maths, she didn't want to put her in for the level 6 reading test too (thinks it is a lot to ask of 10/11 year olds). She said that if she had a bad day (as far as the reading comprehension level 6 test is concerned) dd1 might panic due to pressure of wanting to get things right and it was therefore not a good idea as the pressure might get to her. (dd1 "loves tests and challenges" though ).
Now level 6 is above and beyond for KS2 SATS anyway so I took her advice as sound and left it at that until yesterday I discover that 3 other classmates are all entered for the level 6 Reading test and been attending an afterschool booster class/doing lots of practice tests etc.
I feel annoyed that dd1 hasn't been offered this help too, as clearly anyone else borderline has had plenty of assistance even when borderline level 5 / level 6 (particularly in Maths and SPAG).
I feel fobbed off now re the reason for not entering dd1 for level 6 reading comprehension. Between school and home we could have boosted her up over that line, no ? At least 3 kids in her class will be sitting level 6 in everything so it isn't about too much pressure on small children after all. dd1 and the group she works with in class are all fairly high achievers and she's upset that she has been singled out by not being entered/coached for this. If she had been doing practice along with the other 3 girls surely the chance of nerves getting to her on the day would have been allayed.
Should I say something and insist on dd1 being given the same chance (although this is hard now as she has missed 3 weeks of afterschool classes for this as she wasn't invited to them) ?
dd1 is the person who has made me aware of the matter as she wants the chance to get all 6's if possible and she now sees that as her best friend has brought her maths up to a predicted level 6 (from a level 5) with the assistance of extra help, out of her group of 3 she will be the only one with no chance of all 6's and it's getting her down a little bit thinking about it.
How on earth do I approach the matter without trading on the teaching staff's toes, bearing in mind I have 2 more children going through the same school and many more years of being labelled as a pushy parent if I do speak up.
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Primary education
Unfair allocation of teacher time/effort re SATS ?
SATSmadness · 25/03/2014 14:20
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