I have received my DS7 's report. After going to a friends house for coffee, (there was a group of us).
There seems to be a marked difference in the marking of the reports.
My DS has a level 3C in maths, but his teacher checked the box for target achieved for all the objectives covered this year, and gave my DS a satisfactory mark overall, 3 of the other parents, also had the same mark for the DC a 3C, but they had working beyond target checked and excellent overall?
This is the same throughout my DS report, he has the same SAT result, but only target achieved and satisfactory, whilst most of the parents at the coffee morning had excellent throughout their report?
In English, my DS has a 2B mark, with all the targets achieved bar one, which is his handwriting and his teacher has given him a needs to improve overall, comparing the report of my friends their children had a few working towards targets, but still had a satisfactory overall?
It seems a bit unfair somehow?
We have parents evening tonight, and I'm wondering if I'm being fussy and making a deal out of nothing? I really want to say something at parents evening, but I'm not sure how to phrase it?
This is why people shouldn't compare reports.
Are the targets generic or personal? If they are personal, then comparison is meaningless. If they are generic, then some children will have made greater effort/greater achievement to reach them.
To use the example of my a chlid I know at a private school (who don't use NC levels). She is naturally gifted at maths and gained 100% in her end of year assessment. But, she has spent the year messing about and making absolutely no effort at all, but has still been able to do well through natural talent.
Compare her to a less gifted child who has worked hard all year, made outstanding progress, but perhaps not achieved so well in their end of year assessment. If you just look at attainment the first child has done better. But would still get (using your terminology) a "needs to improve".
I didn't think of it like this, my DS is quite naturally gifted in maths, but then struggles with writing, I feel that particularly with English to achieve all the targets bar one and then to get a needs to improve seems harsh to me.
Thanks for your thoughts.
I would say they are looking at progress made from last year. Maybe he made only 'satisfactory' progress over the year (1 whole level) while your friends' children made more than 1 level?
It could be Galena but when I asked at the previous parents evening in February, if he was working ok and expected to make the required progress I was told he had already made the expected progress and that anything from then on would be over and above what they'd hoped for.
I think you can ask them how they reach the overall mark. Don't say you have compared reports but just ask innocently and see what they say.
But maybe he hasn't made more progress since Feb. Maybe it's worth having the conversation with his teacher?
I have made a list of question nonick but I will start off with, that: how do they reach the overall mark?
And then go onto the tha fact I was told he had made the sub level progress back in February, so why are they only "satisfied" with his work rather than being please with his work.
I did think that maybe it was the fact he is a a bit of a fidget and doesn't have very good concentration, once he has completed his work, but I hope that the marks they have given him are on his academic ability rather than on his personality traits?
yes I agree with you - I think the marks should be on his achievement not on any personality or behaviour as that I would expect to be mentioned in a different bit of the report.
You are not being fussy, you need to understand what is going on. It seems to me your DS has higher targets than some of his friends. They are achieving the same levels so he is working at his target, they are achieving beyond it. His 'satisfactory' vs their 'excellent' therefore seems correct to me and reflects the children's progress.
Personally I would be concerned over the apparent 'no progress' since February if the teacher said he was on track then. Why has he made no progress and if there was any issue did they not talk to you before now? I hate surprised in reports!
Presumably it depends on their starting levels, effort. They will all be different.
His teacher is the best person to ask if you have questions.
I can't believe parents sit around comparing reports over coffee!!! I have a y6 and never have any of the parents at our school compared reports in this way. Therein madness lies!
Thanks for your thoughts.
Wood you've hit the nail on the head with your comments.
I spoke to DS teacher and apparently he has achieved his marks by natural ability and not through effort.
He does just enough to complete the work and no more. He lacks concentration and sometimes disrupts other pupils.
His teacher said that if he actually sat down and put more effort into his work, "he could be flying", were her actual words.
She asks about his concentration at home, which is not good to be honest, I always describe DS as having the attention span of a knat.
As for English apparently he is very mature and has fantastic general knowledge, but when he has to put pen to paper, he looses concentration and starts mucking about!
I'm so frustrated. Anyone have any ideas?
Tell him! Show him the report and explain why he didn't get better than satisfactory.
Get him to make suggestions as to how it could improve.
I have spoken to him, we have decided to start a diary of the holidays he has to write in it every day of the holiday about what he has done that day, it has to be at least one neat sentence.
As to the concentration, he blames others for talking to him and also has said he'll try better
Great, hopefully he can improve and get a great report next year.
So why has the teacher waited until you challenged them to share these observations with you??
I've just had Ds1' s report. He too is 7.
All my other children appear to be performing above expectations in most areas and have mainly As for effort. Ds 1's report has me slightly perturbed! All of his effort grades are Bs (which is fine as it translates as tries hard most of the time) and again all of his attainment grades are Bs too. Again, that translates as achieving the expected.
However, his levels at end of key stage 1 are:
English, speaking and listening 3, reading 2a, writing 2b (both teacher assessed and test results), Maths, 3, again both teacher assessed and test results.
Working on the basis of level 2 being the national average I would say that makes his level 3s above average, so why do his attainment grades not translate to an A?
I know it seems picky, but I am genuinely surprised, as he is, to my mind, the most hard working of my children, always making sure his homework is done as soon as it is set, asking to read to us every night, and yet his assessments appear to be less gushing than those of his more lax (but highly achieving) siblings.
You sat & compared your children's reports & how they were graded?
dances sounds like "expected" attainment is what was expected for your child - i.e. they reached the level expected of them based on where they were at the end of Y1. Guessing your child was working at 2c/2b in S&L and maths at the end of Y1? So getting Level 3 is achieving "as expected".
I really hope you mean writing in the diary every day when you are on a holiday and not for the entire 6 weeks!! That would be enough to put anyone off writing altogether not put more effort in! Why are parents so reluctant to let their children have a break and enjoy the time off?
Do the children go to the same school and have the same teacher?
You really shouldn't have to drag that information out of the teacher.
pea84couldn't agree more. Quickest way to turn a child off writing is to make them do it every day in school hols.
They are tired and need time to rest and importantly process all the information they have had to deal with in the long summer term, without being bomarded with more.
A couple of postcards from holiday or day trip is enough.
Niger delta no I didn't sit and compare them. They did. They counted the A marks and the B marks and Ds 1 was disappointed that his were pretty much all Bs, and his siblings mainly As.
We have sat down and explained to him that different teachers have different criteria for marking, and we do seem to remember Dd1s grades slipping slightly the particular teacher.
Join the discussion
Registering is free, easy, and means you can join in the discussion, get discounts, win prizes and lots more.Register now
Already registered with Mumsnet? Log in to leave your comment or alternatively, sign in with Facebook or Google.
Please login first.