Early Learning Goals(18 Posts)
DH and I went to parents evening for DD (5) last night and, although the teacher was very pleased with her progress since September, she advised that she is not likely to reach the early learning goals for reading, writing and maths. Should I be concerned?
The teacher didn't seem to be too concerned and it has taken DD a little while to settle in after going from a very small nursery to a larger school.
Does anyone have any experience of this? DD is an only so we've never been through this all before!
I got told this at the start of the year. I believe my response was that "she'll be at them - but she'll be the contrary kid who won't do it in the way that you can evidence them easily"... in our case the class teacher was a bit conned by DD2's initial appearance as completely dippy and away with the fairies when actually there's a really clever little bugger in there who's very good at hiding it so other people do everything for her!
Few weeks later and the class teacher comes to me and says "she is really really sharp minded isn't she after all?!"
I don't think mine will be able to be ticked off on all of them unless she has a rapid spurt of maturity but as long as she'll be there or thereabout and the school have her sussed past her Alice from the Vicar of Dibley dippy but sweet routine I'm happy enough about it.
She's a sharp enough bugger that her comeback from being told to go to bed the other night was "it's get up time in New Zealand now so I don't need to go to bed"
Thanks, Miaow. That's reassuring to hear and DD can also be away with those fairies . Oh and that comeback is hilarious!
It did seem odd when reading up on the 'goals' that she does many of them at home, but not at school. Too busy performing and getting distracted was my guess but the teacher wasn't convinced. Glad it's not just us!
We used Tapestry so you could do your own observations. I did one of dd reading, doing the number bonds song, photo of her writing etc.
Tbh imo the whole thing is ridiculous as no teacher can see everything the kid does with 30 kids. However the ones marked down for social ones have been the ones who struggled. You can see online the % of kids who get what on eyfs. There is a significant no of summer borns who dont do very well.
A lot is expected on the reading/writing. Phonetically possible writing and exception words. Reading without sounding everything out.
It feels like it's quite early for the teacher to know this (though ours did warn us dd might not get the writing - she did though). As some kids pick things up quickly/suddenly
Thanks, Naty. I haven't heard of tapestry before but it sounds interesting.
The teacher did ask if DD was summer born but she's not .
It must be difficult for them to make these judgements when there are 63 children in the 'shared area' (big classrooms with a corridor in the middle and children are encouraged to go where they please). I think I'd still be learning names if I were them!
DD is apparently on course for all of the other goals but it's the academic stuff that the teacher thought she wouldn't reach. Saying that, the work in her books did surprise me...her writing was barely decipherable but at home we can read it just fine so god knows.
I'm going to stop over thinking it now
I think it needs to be completely child initiated and im not sure if they help themat all
"Evidence should come from day-to-day activity in the classroom and *can be drawn from a variety of sources.* The type of evidence will vary from setting to setting, class to class, and even child to child. The form of evidence supporting a practitioner judgement is entirely up to the practitioner. Practitioners should avoid excessive evidence gathering."
I was told in Autumn that my summer born might not meet all of them by the end of the year, just because they are younger and not as mature. I'm not too bothered by this, as long as she is making good progress. I'm also not convinced that a teacher with 30 in a class can know what level all of the kids are at. For example, DD's teacher told me DD didn't recognise numbers 1-10, when she had been able to do that before starting school.
Amummy, that's quite similar to feedback we've had.
The teacher said DD couldn't recognise letters, sounds and numbers but nursery told us she could do this whilst with them. We also practise at home so it's all a little confusing.
There are a lot of children so I'm not surprised that they may not have a chance to get to know each child and their strengths/weaknesses, but to be told something like this makes us worry when there is probably no need.
McDougal your child should have a key person who knows them well. Numbers should not be an issue
We haven't been made aware of a key person at school, norest. She had one at nursery who was amazing but I feel like we don't have this connection with anyone at school.
Not reaching the Early Learning Goals in those areas isnt in itself a huge concern but being told that an already 5 year old cant recognise any letters or numbers is different to not achieving the goals. Is she reading at all? I have a reception child and would be concerned by that to be honest.
Achieving the Early Learning Goals will make it easier for them to access Year 1 in September, there's no doubt about that. However, not all children are ready/able to meet that standard (which is the national expectation) and the school will have strategies in place to support those children and help them to catch up.
If you want to help her at home, do lots of reading with her, games like I Spy, give her opportunities to write (shopping lists are great) and play lots of games that involve counting and number recognition.
We do read, play I spy and number games at home and in the car if we're early for school.
DoYou, I mentioned earlier in the thread that she can recognise numbers, letters and sounds. She's known these since nursery. My concern really was being told that she's progressing but will not reach these 'goals' however the teacher herself said that she has been surprised by DD's progress since September.
As discussed earlier in the thread, I'm not sure if this has come from the teacher 'assessing' not having spent much time with DD (understandable when they're are over 60 kids in the 'setting') but I was a little confused by the feedback given last night.
63 is a large group, but I would expect there to be at least 3 other members of staff - probably another teacher and 2 TAs or nursery nurses. Assuming that many adults, the children's strengths and needs should be being accurately assessed and recorded in a way that ensures they make progress. Schools are judged against how many children achieve GLD (early learning goals across 12 key strands of the curriculum) so they will be trying to make sure any child capable of achieving this actually does so.
But you say school thinks she can't. If at school she isn't showing that she can recognise any letters then presumably she isn't reading anything at school either or joining in with phonics? Is she bringing reading books home? Are you aware of what the goals for the end of reception are?
School say that she can recognise letters and numbers but that she won't reach the 'goal' for all children by the end of the year. I perhaps wasn't clear in my earlier posts.
Of course she's reading and doing phonics at school and at home. She prefers her own books to the school books but that's probably because of sodding Biff and Chip
When speaking to some other parents at pick up tonight, a few had similar feedback so I'll just see how she goes by the end of the year but we'll keep up with practise at home in the meantime.
I'll be interested to see how the assessment of DD2 goes at the next parents evening and if the teacher's thought again about where she is academically (I bet she has actually - like I said, DD2 can be very deceptive on first impressions)! I know the teacher said similar to a lot of parents (she's honest, but bluntly so at times - doesn't always come across the best to parents but she's fab with the kids) and there were a lot of rather upset parents feeling they'd "failed" after the first parents evening of the year. I let it get to me and niggle a bit as well before I rationalised my way around it (and I blooming well know how DD2 comes across). We've put a fair few things in place since then to help with some additional needs DD2 does have and I'll be interested to see how they've worked.
They can make such incredible leaps forward in terms of the level they're working at at that age as well that I think preparing parents for "failure" in bloody early November like we were is a bit off personally.
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