Repeating reception(169 Posts)
Dd is really struggling in reception. She is only just managing easier yellow band ort books , she is scoring really poorly in her spelling tests and the teacher is always pointing out the things she can't do. Yesterday it was that she can't distinguish between a cube and a cuboid.
She is only 4 , 5 next week, our whole after school time is spent doing spellings, reading and other work set by the school. She is in 2 SEN classes at school. It is really worrying me that we are spending so much time and getting so little improvement. I really think she just isn't ready for this and will struggle even more in yr 1.
I would really like to hold her back to improve her confidence. It is an independent school, so theoretically it is possible.
Any advice, anyone done similar? Did it turn out well?
Really?? My ds is in reception and is doing very well and can nearly read easy phonics books and couldn't spell any word apart from his name! And this is in a school with very high standards. My advice is not to worry at all and let her enjoy socialising and enjoying school routine ready for more structured work in y1
I just had to google the difference between a cube and a cuboid, I had no idea and I'm 41. Pretty sure DS age 5 wouldn't have a scooby either. (())
Sounds stressful. Is the school worried? tbh I think you or the school is expecting too much at 4. Speak to the school and see what they recommend.
The school sounds like it has over-inflated expectations to me. Yellow band is where most kids are expected to be at the end of Reception. I'm not sure I know the difference between a cube and a cuboid . There's no way 4 year olds should be spending all their after school time doing homework. And the teacher is 'always pointing out the things she can't do'
If it were me, I'd be looking at other schools, rather than asking if she could spend another year with that teacher.
maybe the problem is the school's expectations?
your daughter is very young.
i think the difference between a cube and a cuboid is year 2 work.
spellings in reception! (our school doesn't do this until last term in Y2).
it seems very high pressure for such a little thing.
my biggest worry would not be that my daughter was not doing well, but that the school was setting her up to fail.
but perhaps the school has specific real concerns? I think you perhaps need to talk to them.
Definitely not me expecting too much, I would be happy to let her be but they seem to be really working them hard for a non selective school.
She really can't spell, even with lots of effort put in she was only able tp spell, this, that and they. And couldn't do :where, when, whizz , why etc.
I am trying to relax but when you get told she is bottom of the class and even the SEN classes rent helping you do worry. Not sure we could take anymore stress if it worse in yr1 it is really becoming a stressful issue fir whole family.
Good Lord! Spelling tests in Reception? Sounds bonkers to me.
DS2 is in Recpetion, on yellow bookband (admittedly reading them quite fluently) and is regarded as one of the more able in the class (naice state primary in a leafy village)
I'd really question the school's ethos tbh
I have spoken to the school a number of times, they think she is doing poorly but again I can't work out if that is skewed by their unrealistic expectations.
I think they do set her up to fail. I thought 3d shapes , halving and spelling tests were not really reception stuff and challenged them on this but apparently other children are managing it.
is she really in 2 SEN classes or is she just in lower groups who are having extra support?
I would be very concerned, but not about DD, more about the ridiculous pressure the school is putting on her, and you.
She isn't insanely behind; in a normal, average class she would be normal and average! Especially for a younger reception child. DS was on yellow at the end of reception and could't write anything legibly bar his (very simple!) own name; now in Y3 he is attaining SATS levels on a par with those expected in Yr 5.
In the National Curriculum, cubes/cuboids are Yr 1.
Other than her academic achievements how is she coping with school? Is she happy and settled with lots of friends? Is she independent and happy to participate in classroom activities? Are there any other concerns?
Sorry for all the questions but not knowing the difference between a cube and a cuboid is not a reason to repeat reception. Since when did this academic pressure start so young. I thought reception was all about learning independence and settling in.
Even a "non-selective" independent school may have quite a skewed intake and gear itself very much towards teaching very bright children. Is it non-selective right the way up the age range? Or might they look to suggesaverage DD moves school at some point? I would ask the school what their advice is. Doesn't sound as though your DD would be picked up as having SENs at most schools though. Is she just an average, youngish child in a very academic school?
My ds is year 3 and is only doing halving now and he's considered gifted in maths!
How can they be doing halving in reception? What happened to the basics?
Personally I would be thinking about if I wanted to pay to be insulted.
My ds finished reception on red books, never did a spelling test in reception and did not know the difference between a cube and a cuboid. Three years later, he is doing very well. I really think your school has high expectations. Some 4yos will be able to do everything you describe but it is unreasonable to expect it.
She's in reception and she's 4. Is this a London hothouse like PHS or WHS? If so it might not be the right school for your dd. She might not be hugely academic but neither might she be particularly behind in a reasonable cohort.
She's 4. Let her be 4. 4 years olds shouldn't need to do more than skim through a few pages of an early reader or do a simple counting game after school at home.
This just doesn't sound right OP.
Answer (for those that like me weren't quite sure)
The difference between a cube and a cuboid is that a cube has all three dimensions (length, breadth and height) of equal measure while a cuboid has at least two dimensions which are of different measurements. All the six faces of a cube are always squares, but it is not necessary that all the six faces of a cuboid are squares. A cube is a cuboid but the converse is not true.
I think you need to question their expectations rather than your DD's ability.
I think visualising shapes is something that really requires a level of maturity of the brain that if you've not yet got can't easily be taught and is just depressing to be asked to do.
No sen class for language and for literacy and numeracy.
It is reassuring to hear that my instincts about the syllabus are correct but not sure what to do.
We have moved down the waiting list for state schools, the only spaces are in far away, poorly performing schools . We have looked and liked a local Steiner influenced school but they won't take her til she is 6. A new free school also can't take her because she won't be in reception when it opens. I can't home school full time although have considered it.
I am a reception teacher from what you have written I feel your child is being pushed to know far too much at such a young age. Google EYFS development matters. By the end of the reception year the children should be confident in the 30-50 and most of the 40-60 months age bracket. But this is a guide only. Have a look and make your own judgement about what is appropriate.
She's not even 5 and her school are worried because she doesn't know the difference between a cube and a cuboid? I'd be starting to worry, if she were in Year 5 and didn't know the difference.
I know reception children, who can't identify colours, yet...let alone properties of 3d shapes.
Seriously, tell the school to calm it down, take a step back and let her be a child. Goodness me.
(However, I grew up in a country, where children don't start school until they are much older. I'll never understand why British parents stress so much about their 4-year-old not being able to read fluently, yet. Kids that age should play, explore and learn how to get on with others, in my opinion.)
Had a little look and some of the expected outcomes from fs2 (reception) include;
Reading: Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate an understanding when talking with others about what they have read.
Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
**writing that uses phonetically plausible words falls within an ‘expected’ level and phonetically regular words (i.e. correctly spelt) are at an exceeding level.
Just from a quick google
Some kids I teach in lower ks2 can't spell the words you have included above.
The school sound ridiculous. I would honestly be questioning whether it is the right place for her.
My DD1 is in Y1. She's doing absolutely fine, but she can't tell me the difference between a cube and a cuboid. She doesn't spend ages doing homework every night and I'm not sure she could spell 'where'.
And to label a 5 year old as 'bottom of the class' actually disgusts me. (Not you, the school). What have they told you about her strengths? Her interests? What does she enjoy at school?
No not a hothouse, would never have choose none. We specifically chose this school because it reassured us they are inclusive and not pushy. Now I feel duped.
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