Hi all
My first post but I have been making notes for a while so please bear with the length.
My oldest son is in year 3 at school. His teacher has repeatedly suggested that he take a learning support assessment as he says that he is distracted by anything and everything, and he is worried about him accessing the curriculum in full. He says he will struggle more and more as he progresses through school.
I can see DS1 is not as high an academic achiever as DS2 (who has a great creative imagination, likes to read, plays with his toys and lego for hours - all the things I wished DS1 did more of), but is he so different from his peers that he needs LS?
I've made a list of observations from over the years. What do you think?
Baby/infant development stage:
• Late crawler – started exactly on his first birthday
• Late walker – at 1 year 5 months
• Normal speech
• Not keen on reading at all – he would take the books from my hand and throw them across the room if I tried reading to him
• Note: we did not allow children’s TV / Cbeebies until his second birthday but after that he loved it and would watch TV all day if we let him
Starting school stage:
• His reception teacher said that he was always keen to put up his hand to answer the question, but then would talk about something completely different to what had been asked.
• His reading was slow – he did not really ‘get’ the concept of blending the letters into words until right towards the end of Reception
• Not interested in imaginative play – I never saw him role-play or make up stories with his toys
• Blocks and building toys were only really used for building the highest possible tower – nothing else
Year 1:
Note: we moved house (and country) in the summer between reception and year 1, so the Year 1 teacher took into account the move and that he was new to the school
• Teacher reported a consistent lack of focus or concentration on the task at hand. By the end of the year she had begun suggesting a LS assessment, but this never got scheduled.
• He was near the bottom of his class in reading – by the end of year 1 he was only just moved up to ‘Blue’ book band. There were 5 other children who were also on blue, but the teacher said they were about to be moved up to Green. The other children were already on Green or above.
Year 2:
• Over the summer between year 1 and year 2 we did a focused reading initiative – I made sure he read one ORT reader every day, working through Blue, Green and Orange readers.
• At the start of year 2 his reading was assessed and he was put on Orange reading level which we were very proud of.
• His year 2 teacher never mentioned any focus or distraction issues or made any suggestion of LS
• The issue in year 2 was more around maths. They are ‘setted’ for maths from year 2 and he was put into the bottom set out of five sets for the year.
• His maths teacher found him to struggle even in that bottom set. She said that he seemed to get the strategy at the time of teaching it, but when they revisted the topic a few weeks later he had forgotten the strategy to apply.
• I observed him doing his maths homework and saw him getting confused with basic place value concepts – e.g. thinking that 259 was larger than 301 because the unit 9 is larger than 1 – or reading the number 240 as 204.
Year 3 (current stage):
• Over the summer between year 2 and year 3 we arranged one-on-one maths tutoring. The maths tutor praised his cheery attitude and keenness to do the tasks set and he made excellent progress.
• At the start of year 3 he was automatically slotted into the bottom set again, but at the end of the first week he was moved up a set (i.e. 4th out of 5) due to his progress.
• His current maths teacher thinks he is steady compared to his peers in his class. She also reports that his presentation has improved tremendously since the start of the school year. At first it was sloppy and messy, but now she reports it is the neatest in the class and exactly what he is looking for.
• His reading has just been assessed and he is on Gold ORT level, which doesn’t seem too bad for his age.
• He does not always follow instructions for his writing. I.e. misunderstanding what ‘alliteration’ is meant to involve, or writing a narrative instead of a ‘report’ with sub-headings and paragraphs. In all writing activities, he does the bare minimum required - e.g. the shortest possible sentences for learning his spelling words.
• He enjoys science and won the science fair competition for his class (limited parental help)
• He goes to chess club and is one of the better players in his year – he reached the finals for the year 3 chess competition this year.
• He enjoys sports but not those that require lots of running, as he is not particularly fast or athletic. He does Tae Kwon Do, gymnastics and waterpolo.
Relationships with others:
• He is our oldest child and has three younger siblings. He enjoys playing with DS2, aged 6, but also fights with him. However, we have seen more maturity from him recently. E.g. sometimes when they play rock, paper, scissors in the car, DS2 will cry if he loses a number of times in a row. DS1 will be mature about this and let him have a headstart, saying ‘ok, first to 10 points, and you can start on 6 points’.
• He adores baby DD2 and carries her affectionately. He also looks after three year old DD1 if DS2 is fighting with her.
• He is appropriately affectionate and caring with his parents and grandparents.
• He does get upset and frustrated easily with seemingly small matters, such as not being able to win a computer game, or us taking the computer away after he has been playing for too long. His teachers in year 1 and year 3 also reported that he seemed more sensitive than others at his age, in terms of getting easily upset, but I don’t know if this behaviour is too unusual at his age.
• When asked who his friends are, he will list a number of children (around 5 or 6 boys) in his class who he plays with. I have a feeling that although he plays in their group, none of them regard him as a best friend. I.e. he gets invited to class birthday parties, but very rarely to a playdate with one friend.
Sorry again for the long post. Any thoughts please?
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Teacher strongly recommending LS assessment for my son - but I don't see anything wrong
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Busyworkingmumof4 · 21/03/2017 07:04
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