DS Not passed Foundation Staged at end of reception - anyone else on same boat(38 Posts)
My ds has really enjoyed reception, and received lots of praise for good behaviour etc however the foundation stage profile shows that in reading / writing / maths (all the important things!) he is still working to acheive the foundation stage goals. Does anyone have any experience of how this will affect him in Year 1? I'm trying to talk to the school about the possibility of dyslexia, as he ticks all the boxes, and am prepared to pay for a private test - but in general I am wondering if he will cope in year 1 if he hasn't acheived the levels expected from reception? Any thoughts / advice very welcome! And I am doing reading . writing practice in "fun" ways at home in a daily basis over the hols to try and help.
The "average" child (whatever/whoever that is) with have a score of 6/9 in the FSP. It isn't a about pass or fail it is a developmental checklist to show where your child is in their development.
yes, don't ever think about it in terms of him not having 'passed' - it's just a reflection of where he currently is, that's all. They are goals, not exams. Goals will be acheived by some at certain points and by others at other points!
Basically all it means is that in year one, the teacher will know to differentiate the work so that your ds is working at a suitable level for him and he will be brought along that way.
so try not to be too concerned about him not coping; they will help him!
if you have concerns about dyslexia definitely ask for an early meeting with the teacher so that you can tell her your concerns and she can see what she thinks.
Honestly you can't fail reception in the UK. The school report shows where he is at. Also a September born girl will be massively ahead of an August born boy.
I think its a bit young to think of him being tested for dyslexia. Reading is one of those things that just clicks.
BethanG -- do you mind if I ask what he can or can't do, reading, writing and numbers wise? I am trying to get a tangible idea of what 'they' consider minimum target achievement at end of Yr-R.
Ihave a just 4yo lad about to start myself, I can imagine him only barely scratching his name out in a year's time!
flack the Early Learning Goals in the Foundation Stage Profile aren't hierarchical and can be achieved in any order. So there is no hard and fast rule where children will be by the end of the reception year. Remember too that there can be almost a full years difference in age between the eldest and youngest child in the class so some children just need the extra time.
In my dd's school there are several children (mainly younger boys) who will be continuing to work on the FS profile throughout the Autumn term ...this is a very positive and child-centred approach IMO as it allows the child to continue at their own pace without added stresses of starting a whole new curriculum. Can only be a good thing IMHO.
Have you asked the school re their intentions for your ds next year?
Oh and agree with re dyslexia - your son is still very very young. Mention it to the school by all means but i'm not sure a diagnosis can be made whilst so young??
bluenosesaint, all the children at my son's school have a play based approach to their learning at my son's school. They have extended the ethos of the foundation stage into year 1 as much as they are legally allowed.
Its not a case of child X is dim, allow them to play in the sandpit, child Y is gifted and talented give them extra spellings. All children need play to learn.
If there is an area of major weakness then your child will spend 5 minutes a day with an LSA addressing that weakness. For example my son had very severe glue ear and used to mishear things inspite of having hearing aids. The LSA would make sure he had heard what to do.
I hadn't really realised that they were supposed to have all 9 boxes ticked for everything. Is this the norm?
It is highly unusual for a child to have all nine boxes ticked for every area in fact I have never come across a child who has scored 9 for everything by the end of reception it isn't expected the normal range is between 4-8 with 6 being considered good.
does anyone know where I can get hold of this list of 9 criteria, as I have an autistic son starting in reception this year and I want to see if there is anything I can work on at home?? And I thoroughly agree with everyone who says if he's a young boy, then he will be probably way behind an older girl. There are boys in my DD's class (aged 7) who still can't write clearly at all, as boys are just DIFFERENT and we start them off way too early on academia in my opinion.
That's a relief I was beginning to wonder if I should have concerns which I wasn't having!
This is the brand new version just published
an little boy in my class with autism scored highly in the maths parts and did well with reading (8-9) but obviously scored much lower in social and emotional areas along with language for communicating. I wouldn't worry too much it is a tool for teachers so they know children's strengths and possible weaknesses it's not pass or fail!
My youngest has plenty to acheive still. His reading is on target. Writing is still non-existent and he still doesn't recognise all the numbers. But the teacher was quite happy with him - he has finally started to show some interest in learning these things (which he didn't before). Regardless of targets I know he will do fine. My eldest was even further behind at this stage - and he's just got some pretty good Y6 SATS and a glowing report.
Can I add that scores of 4 & above are harder to achieve in the 'writing' section of the Foundation Stage than the other areas. The higher marks for it require writing sentences and using grammar which VERY few Reception children will attain.
As you were...!
I think a lot depends on the opinon of the reception teacher rather than what the child can do. My son got on really well with his reception teacher and had mostly 8s and 9s for his report.
Year one has not been so good and his report has been rather average in comparision. Or else he has gone backwards
Unless any actul problems or doubts have been identified or flagged up, wouldn't worry in the least.
DS's reception report was full of 'stepping stones' or some such term, but very few 'achieved goals. He was only in reception 2 terms, having started in January, and is a summer born boy. They didn't start seriously reading and writing until Yr - having spent R largely on socialisation and basic approaches.
He was hopeless in Yr 1 - v slow to read, (actually didn't crack it wih fluency until Yr2), terrible writing etc, whilst I was being told he was brilliant at maths....
He just got..well( <<observes MN etiquette>>), let's just say he did very well in his Yr 2 SATS.
I honestly think they need to be given time to 'get' it at the time that is right for them.
The single most important thing, imo, is that in R they start to enjoy school and to enjoy learning.
Point 9 is achieving above the FS curriuclum, this is not necessarily in line with the Y1 curriulum so therefore some children seemingly 'go back' after Reception. Plus, in Reception, literacy is a much more inclusive session, eg writing in the role play area or doing it in a small group with an adult. In Y1, they have less support and it is not taught in such a play based way, so some children find it less enjoyable and therefore more difficult.
We asked our reception teacher what the numbers mean - she said that 6 is average, 4 or below and you might look to get a bit of extra help in Y1, 8 is achieving well above what is expected at the end of reception, 9 is for a consistently exceptional child.
Blu, that's really encouraging to read. Ds3 is starting reception in September and he's not even 4 until 29 August. I must admit, while I think he's ready socially and emotionally and I know it's not the be all and end all, I am finding myself fretting somewhat about his reading adn writing (especially as ds1 and ds2 absolutely flew with reading in reception.
Gobbledigook - don't worry, ime reception teachers are very switched on to the issue of summer boys - and as long as he is enjoying school he will be fine!
Ds1 was the other way round - he was fine with reading (writing was more of a challenge) but socially and emotionally he found it quite hard, he was ok, but definitely needed lots of support from the teachers - he liked to have an adult for reassurance that what he was doing was ok.
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