KS1 results for maths :((46 Posts)
DS3 (6) is superb at all things numbers. He knows all of his timetables and can add, subtract, divide and multiply complex strings of numbers in his head. He understands measurements and volume. He's basically brilliant at maths. His older brothers are also very good at maths. DS1 did A level maths and got an A*. DS2 is awaiting his A level results and expects to get A* in maths and further maths. Both older sons received multiple gold medals from the UKMT and DS2 has been to follow on rounds, the Olympiad and Kangaroo on multiple occasions. And DS2 is going on to study maths at university. So I know what a good mathematician looks like. DS3 is much much better than either DS1 or DS2 at the same age, and they both got level 3 at KS1. (They went to a different primary though and at the time the results were an actual test not teacher assessed, iirc.)
I know it's petty as it doest actually matter, but I'm really sad and disappointed that his KS1 result for maths is 2a. Meh.
Do you think I should say something? It will make me look a bit deranged won't it?
As with many of these issues around levels I would leave it as. My dd was given 4b at the end of year 4 for maths. She has been given the same for year 5. I know that she has progressed in maths this year despite having changed schools. My guess is her y4 teacher over egged the pudding a bit and 4b is what she is working to at the moment. It might be that the school were concerned at giving too high a grade for your ds in case they can't show him progressing
He isn't going to put his ks1 results on his CV when he is older. You know he is good at maths. Does it really matter what number is on his report?
jinsei - well it is kind of important that it's an accurate reflection of him. Isn't it?
I don't know. What difference do you think it will make?
If it's important to you, perhaps you should ask the teacher what he would need to have done to get a 3. Maybe there is a good reason it's only a 2a, or maybe there isn't. I guess you won't know if you don't ask.
It's more important what his report says. You may have more idea from that why the teacher's assessed him at 2a. Otherwise ask.
It's important to me that they recognise his talent. In the same way that it would be important that school recognise a problem area.
Perhaps he hasn't shown much of his talent yet in school?
If he is as talented as you say he is, I'm sure that the school will observe this in due course. In the meantime, why not ask the teacher what he needs to do to move forward?
But he's in the advanced maths group, only 6 of them from a year of 60. So it seems anomalous. I've just looked at their SATs results from last year and more than 50% achieved level 3. Assuming this year's cohort is similar, it seems odd that he isn't in the top half of the year for maths. Odd and kind of impossible.
Perhaps they've given me the wrong report?
Could be a mistake, 2a is definitely on the low side for a child in the top 10% of a two-form entry year group. Have you been given teacher assessments and test scores, or just the one number? Could he have had a bad day when he did the test?
If he is in the advanced maths group, that would suggest that the school has already recognised his talent in this area, so no worries there.
I'm still of the view that it probably doesn't matter that much (he'll probably just show amazing progress next year ), but I don't think there would be any harm in asking the teacher about it if you are concerned.
Sounds like a bad day at the office. You can ask and maybe they have made a big error but but anomalous results can happen too. Whilst not being an accurate evaluation of his overall ability, may still be a perfectly accurate reflection of how he did on one test on one day (perhaps when feeling distracted, hot, tired or any number of things that are normal for a 7 year old to be put off by)
You know he is great at maths. His progress won't be hampered either way. Nobody will ban him from A Level maths on the basis of his Year 2 SATS results.
From what you said in your previous post it does sound odd that he only got a 2A.
In your shoes I would have a word with the teacher.
sorry have read that this is the teacher assessment - in that case do ask. Maybe there is a single area he hasn't demonstrated well enough to have been given the level 3? It doesn't mean he doesn't know it of course but even teacher assessment relies on him doing in class what he is capable of out of class.
You said your son is only 6. He's a summer birthday. I suspect that may have something to do with his teacher assessment.
I wouldn't worry to much. He'll eventually be identified if he's in a good school.
Because these results are sent to a national database and stored with his identifying details, and some schools use these KS1 results to target KS2 results, it may be worth having him independently assessed. You could download the practice SATs level 2 and level 3 and see how he does - without helping him at all and many officials at the DFE and Ofsted don't understand the importance of factoring summer birthdays into the equation - its worth going back to the school with proof he can do something and see what they say. In the end, its up to them whether they want to consider your information or not.
He's a summer birthday but he started school along with his peers in reception, in the September. So he has had the same amount of school as even the oldest in his year group.
I would be concerned that your son was in some way not 'performing' to his natural ability/level in school, if that was a true teacher assessment level, and I'd want to find out a little more. If he's a confident, natural mathematician who can do all you say, then I would expect him to be a L3, even as a summer born 6 year old. I'd be keen to find out what it was that the teacher felt held him within a level 2 assessment. What's his recording on paper like? How engaged is he in maths lessons?
I'd imagine you'll get a teacher meeting fairly early on in the new term, and I'd go prepared to ask lots of questions to get to the bottom of it. It'll be the new teacher, who may not have all the answers, but they should be able to find out, and at the very least if will flag up your concerns. But it's not something I'd dwell on too much. I bet he makes huge progress through L3 in Y3!
I'd ask. Not only about your son, but about the apparent significant drop in attainment/ progress compared to last year's cohort. How can the school account for this?
And if they won't tell you, take it to the governors to challenge, it is what they're there for.
zummerzet - thank you. Yes, I feel inclined to leave it and perhaps mention in passing at parents' evening next year that we were very surprised he was not at L3 in maths in Yr2. Although I hate the idea of kicking off with a new teacher with the impression that we are difficult pushy parents, telling school how to do its job.
I've made a point of never complaining or querying anything that comes from school. Perhaps I need to start doing that a bit. Ugh.
And thanks to everyone on this thread. You've all helped me a lot.
Catmint - there might not be a significant drop in attainment. Perhaps there's a reasonably explanation. I have no idea what his maths recording on paper is like. Perhaps it's a bit iffy. Since if I think about it he does all his maths at home on a computer, calculator or in his head.
It would bother me for sure. If it does not reflect your DS's true ability then I think the teacher is doing something wrong.
Mmm, but if last year over 50% got level 3 and this year hardly any have ( including your son) it would make me wonder what may have happened to maths teaching/ assessment/ cohort to explain why it had happened?
I have had some fantastic mathematicians ( level 7 in year 5, maths scholarship etc ) who could do just about anything with numbers that you could wish for
BUT almost without exception they struggled ( relatively speaking) with shape and space , especially visualizations ( and I have one current level 6 who simply can't tell the time!!)
So there may be a simple explanation that there is one area of weakness that the teacher feels need mastering before assessing as level 3 across the board
There is a child in dd's class who is very good at mental maths (does a lot of kumon) but struggles to record her workings out, and this does seem to hold her back a bit - I recall that dd was once very indignant on her behalf! Perhaps it's something like that?
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