Reception Reading/ Numeracy Expectations

(36 Posts)
OlafCarrotNose Thu 11-Jan-18 10:39:41

My DS is in reception and we've been told by his teacher he's struggling in certain areas of numeracy/ reading compared to the rest of his cohort.

But he can:
Count to 100
Double numbers 1-10
Count in 2s, 5s and 10s
Knows 2D and some 3D shapes
Repeat patterns
Do one more than or one less than numbers 1-20
Do basic sums on his fingers and write the equation (1+3=4) etc

This seems to be broadly in line with what's expected at this age, doesn't it? I don't want to push him when I don't need to. He hates doing anything school like at home. And I know he'd hate even the "games" that have been suggested.

I can see that he may be behind in reading. He can blend simple words like cat, bin, pin, Sam, dip, mat etc and recognise some tricky words like "they" or "said" but nothing beyond that. He does enjoy looking at words and sounds so maybe I could at that with him. But what kind of thing should I be going over?

OP’s posts: |
paddlingwhenIshouldbeworking Thu 11-Jan-18 10:41:46

That is not behind at all. That is pressure coming from the school.

OlafCarrotNose Thu 11-Jan-18 10:45:49

I think they are a bright group of kids so him being fairly average looks worse? I know the pressure is coming from school and shouldn't be, but at the same time I don't want him to fall behind his peers.

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mindutopia Thu 11-Jan-18 11:26:06

I think all that sounds perfectly fine and the pp is right this is unwarranted pressure from the school. Mine is in reception and I would say that is on par with what she can do in terms of numeracy. I would say she's probably a bit more ahead in reading as she can read most phonetic words and some of the tricky ones and can write down words I say aloud to her (again, the short phonetic ones, nothing really difficult) and is reading basic books. But we were told she was on track or ahead compared to her class. In terms of her online reading app (they use Lexia), she's on the same level at the year 1 students and the teacher actually told us to back off and not do it as often so she doesn't get herself too far ahead.

Admittedly, our school is a small village school that is very focus on holistic learning, arts, music, forest school, not very pressured in terms of testing and hitting targets, though all the kids do perfectly fine. I imagine that has something to do with it. It sounds like he may be behind other kids in his cohort, but at a perfectly acceptable level for a 4 year old and I would carry on what you're doing and push him some if he's happy for it, but not to the point it causes any distress obviously or he starts to hate what he's doing.

sirfredfredgeorge Thu 11-Jan-18 11:30:17

Are you sure the teacher really said he was struggling? What was the nature of the conversation, who initiated it, what did they actually ask for?

I seem to often hear about people saying these things, when the teacher was simply providing information about the kids current challenges and what they were learning, perfectly age appropriate or even advanced. But the parent hearing that the child had a problem in these areas that needed addressing.

jaimelannistersgoldenhand Thu 11-Jan-18 11:33:56

Is the problem that he won't demonstrate his skills to a teacher/TA?
My kids are very quiet in a classroom but lively at break/lunch. Their shyness means that teachers didn't know the full extent of their skills and knowledge.

user789653241 Thu 11-Jan-18 11:41:06

This is what reception children are expected.

So, I think he is rather doing well. It's either the cohort is extremely able, or you misheard what teacher said, or he is not demonstrating what he can do at school?


user789653241 Thu 11-Jan-18 11:42:01

cross posted with jaime.

OlafCarrotNose Thu 11-Jan-18 11:46:18

It was at a stay and play session in school. She approached me and said that he would benefit from some extra practice in certain areas to keep us with his group, and offered some resources. I don't know whether she meant his class or set (do they set at this age?)

OP’s posts: |
OlafCarrotNose Thu 11-Jan-18 11:49:31

I just feel guilty because the truth is I don't have the time or patience to do loads of after school stuff with him. I have a very needy 1 year, a demanding job and husband with severe health problems.

OP’s posts: |
user789653241 Thu 11-Jan-18 11:50:09

Group sound like sets, and yes, our school do set from reception.
Sounds like he is not struggling, is it more of stretching able?

OlafCarrotNose Thu 11-Jan-18 11:51:38

Looking at his reading book he's on Oxford book band 1 Pink A. Which I assume is the lowest one?

OP’s posts: |
user789653241 Thu 11-Jan-18 12:09:26

Reading may not be as advanced as maths, but children click at reading different times.
My ds is a lot older, but there was quite a gap in reading levels in reception, not so much in yr3.
As long as read with him regularly, he will progress with his own pace, and it's only beginning of his second term. I wouldn't worry too much, unless you have doubt about some underlying issues.

OlafCarrotNose Thu 11-Jan-18 18:15:12

Thanks Irvine, so would you say his reading is average or below? If he's genuinely falling behind then I'll make sure we are using the resources provided. If he's ok I can stress less. He's one of the youngest in the class if that makes a difference

OP’s posts: |
user789653241 Thu 11-Jan-18 20:07:41

I can't say it's average or below, since I don't know your dc and your dc's class/school.
But according to this, pink to yellow is expected level for reception.
So, I wouldn't worry about his level now, but if it was me, I would take on board the suggestion from the teacher and do keep reading with him, but without stress.
One of my ds's friend had no interest in reading and his mum was so worried in reception. He is one of best reader in his class now in yr5.
It's not a race, what's more important at reception age is to learn to love to read. Don't compare with others. Just make reading fun for him, that's what's important at this age, imo.

Scarlettpimpersmell Thu 11-Jan-18 20:49:57

But if the teacher said he was struggling, needed some extra work and offered resources then you must know what areas he's struggling with, surely??? What sort of resources were you offered? Your ds is definitely doing fine in terms of the learning goals so assuming you didn't understand what the teacher was telling/showing you. Go back and ask for clarification and stop inviting guesses from strangers on the Internet.

OlafCarrotNose Thu 11-Jan-18 21:07:59

Harsh Scarlett. When the teacher said he needed help to stay in line with his group it threw me, because I assumed he was fine. I asked here because I wanted to make sure that my assumption he's broadly working to age related expectations is correct. As it is I know I don't need to be overly concerned. The school has quite a pushy/ overachiever culture. I will ask but know I will probably just be told he needs to do the activities to stretch himself. I'm not interested in making him do extra work. As long as he's where he should be for a 4 year old, I'm happy with that.

I don't mean I do nothing with him outside of school either. We do plenty of reading together etc but that's enough for us.

OP’s posts: |
Scarlettpimpersmell Thu 11-Jan-18 21:14:40

I'm not trying to be harsh, sorry. I'd like to be more helpful as I'm a teacher and have a reception aged child but your post I

Scarlettpimpersmell Thu 11-Jan-18 21:18:49

Is oddly vague, given that you were offered resources and therefore you must know what the issue is, yet you're listing all his skills but not saying what the teacher has said he struggles with. So, my best guess is that all the skills you have mentioned seem to be rote/memory skills. Were the resources based around understanding and using eg ordering numbers, matching numbers to sets, sorting shapes according to different criteria?

helterskelter99 Thu 11-Jan-18 21:22:24

Jesus mine started reception in sept can’t do anything on your list and is apparently doing fine !

thepatchworkcat Thu 11-Jan-18 21:25:53

I don’t think that sounds behind at all either. I don’t think my Reception DS can do all of those things and I consider him to be pretty bright.

thepatchworkcat Thu 11-Jan-18 21:27:14

Doubling and counting in 2s, 5s and 10s...? Really?!? That sounds more advanced than Reception to me!....

OlafCarrotNose Thu 11-Jan-18 21:27:56

The maths stuff was building on what he can already do. number bonds up to 20. (He can do up to 10 at the moment). Doing 2 more than and 2 less than any given number up to 20. Adding values of coins together. (He knows what 2p, 5p and 10p are but show him 2 10ps and he will see 2 10s rather than 20p).

With reading it was just to read his school book every day, which we do already, so that he isn't sounding out familiar words like "the" rather than just saying them. I think he quite likes blending! Also to practice phonic sounds he hasn't got the hand of yet "oa" and "oo". It just seems too much to me. To be fair she did say just a few minutes a day. But I don't want to be pushy when I don't think he needs it.

OP’s posts: |
OlafCarrotNose Thu 11-Jan-18 21:31:04

I know I sound awful, but I didn't list what had been asked because if he's ok based on what he can do I don't want to do the work. More and more I'm thinking this school is just a bad fit for our family.

OP’s posts: |
QueQueQue Thu 11-Jan-18 21:34:10

The aims for end of reception according to the EYFS (curriculum for up to reception age) for numeracy are:

• Recognise some numerals of personal significance.
• Recognises numerals 1 to 5.
• Counts up to three or four objects by saying one number name for each item.
• Counts actions or objects which cannot be moved.
• Counts objects to 10, and beginning to count beyond 10.
• Counts out up to six objects from a larger group.
• Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.
• Counts an irregular arrangement of up to ten objects.
• Estimates how many objects they can see and checks by counting them.
• Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.
• Finds the total number of items in two groups by counting all of them.
• Says the number that is one more than a given number.
• Finds one more or one less from a group of up to five objects, then ten objects.
• In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.
• Records, using marks that they can interpret and explain.
• Begins to identify own mathematical problems based on own interests and fascinations

Taken from

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