Levels - not changed(23 Posts)
I'm after some advice -
DS had a level 3c above average at the end of year 3 - now nearing the end of Y6 on a level of 3b - so no real movement in 3 years -
He's bright but a bit lazy -
Teacher wants an IEP in place for High School
a bit bloody late.
So what does this mean? What can I do and what should I be asking?
(Please no comments about Levels not existing - because they are still using them)
I know you don't want comments about the levels no longer existing, but I think that's what I would be asking the school about. Is it a state school? It would really concern me if they were still using the old system.
That aside, what you're saying is that he has made next to no progress over the last three years, so presumably this isn't a new issue. You say he is bright but lazy, but are there other things going on? SEN of some sort?
What does the school think? Why do they think he has made so little progress? Are they raising this issue for the first time, and if so, why didn't they take action earlier? Do they think his year 3 assessments were accurate?
What about your son? Presumably he knows his levels? Why does he think he has made so little progress.
An IEP may well be helpful, but first of all, I think you need to know what's causing the problem.
This is the first I have heard - reports don't state levels due to a change in how they are given - (did up to year 3 so no info on year 4/5 levels)
Parents evening fine in October
Teacher "doesn't know what he can do to help or where the problem lies)
Spoke to Head and asked for levels from Year 3 onwards to see where the problem lies and asked why it hasn't been flagged before - will let me know after the break
Sorry no SEN - always been graded above averages in maths etc - he's happy helpful kind thoughtful has lots of friends in school - lots of outside interests.
I feel they have let him down without contacting me
He's quiet and no trouble in a class of overconfident children and I feel he's over looked
I would be very cross to find out now that he had been coasting for 3 years, if that's what has been happening.
I would ask for clarification of his current level if I were you, and if they are really saying that he has made so little progress, I would want to know why it hadn't been flagged as an issue earlier. Saying that they don't know what to do to help sounds like a complete cop- out to me.
The school sounds very odd tbh - still using the old levels and so clueless about your ds's lack of progress.
I think loads of schools are still using levels.
Personally I wouldn't worry though as they are pretty meaningless. Rather than focus on the level ask in detail what he is not doing that he should be.
I did ask what "he's not doing" and got an I don't really know - can't pin point the issue " type answer.
I feel really angry about the lateness and the fact they want an IEP - not for this term but for high school -
And that "they can't help him" without one!
Where does this leave me? And why aren't they held responsible? Is there anyone I could complain too?
The school should have a formal complaints procedure - probably you would complain to the head first and then to the board of governors.
What are they proposing should be in the high school IEP exactly? If they think he needs one, presumably they have some idea of what they think should be in it. And why do they think he doesn't need an IEP for next term? It almost sounds as if they've shrugged their shoulders and given up on him.
But what happened at all the other parent's evenings in between? Have you seen his books over the years? Does he cope with homework ok?
i*f they think he needs one, presumably they have some idea of what they think should be in i*t
Never thought of that! Thank you.
I know an IEP will get funds for help - but doesn't every child need some form of help?
He kept saying "but I have 23 other kids"
This was parents evening
Homework is very generic - build a castle - make an outfit for X day - find some pictures online
Not tailored to any targets or anything - I've moaned about this before -
It's set as a whole term of homework - rather than weekly (to help them be organised for high school)
I hope you manage to get some answers soon.
One think to get clear for me, would be how the child is being assessed. Could it be that they are only testing 'up to level three' and that your child was already at that level three years. Their extra help may be focussed on pupils who are not reaching the minimum, rather than stretching those who are already beyond it.
Then i read about something you had 'moaned about before'. That may not be the most productive way to go about things. Hope you can fund a good way forward for you and your child.
Not testing up to level 3 (DD moved schools and left year 5 with level 5's in maths/literacy/writing I had to ask for them as not forthcoming for the new school)
So hardly "stretching him"
Worry that he has been left behind!
Bright children do not usually get a level 3 in their KS2 SATs, this is exceptionally unusual, especially if he was over-achieving further down the school. Even if he coasted from Y3 onwards you'd expect some progress. It's going to look pretty bad on the league tables, he has gone from being above average in Y2 to being more than a year behind in Y6.
Firstly I would try to figure out for myself if this level is accurate. Could you get some old SATs papers from the Internet and have him sit them with you, to see exactly what work he can complete and where he is having difficulties?
I've not looked at SAT papers with him - so will do that -
Have sat and asked him what theses are
Opening sentences etc
And he knows what they are and how to use them -
Need to see his books but school closed!
Thanks for the ideas - need to be investigated
Whatever system they are using, it is appalling that this hasn't been discussed until now!
I would do an access request to get as much information as possible to assess how to move forward.
An IEP does not bring extra money into a school. The school is allocated a certain amount of money to cover all additional needs and it is then down to the school how they divide it up.
So is there any reason then that he should need an IEP for the last term of year six - which has to be agreed - rather than just help him?
An iep is basically just
Ds needs help with x
We are going to help him by doing y
The people doing this will be z
It may be small group work where he is taken out of class or one to one.
This happened to my dd and i was very cross they waited until it nearly wasn't their problem and she was due to move to secondary before highlighting
I had this with my DS who is now year 7. Was 2B at end of year 2 right until end of year 4. I questioned why he was still a 2B halfway through year 3 and they said his language difficulties showed up in his writing. When I saw his English boom in year 4 his assessments were marked as 2C. I asked why I was being told he was a 2B, making no progress from year 2 and yet being marked a 2C as obviously a child can't go backwards!
I was told (which I'd already suspected) they didn't judge him a 2B on entrance to year 3 - more like a 1A. I agreed with them and their assessment but the. Asked why at end of year 4 they weren't concerned he'd only made 2 sublevels progress when he should have made a whole level at least and ideally bridged the gap or had support to do so.
it was looking at past that helped me move forward to future.
Id also be aware that although levels don't exist neither do IEPs officially either. Children can be put on Sen register. But I'd want to know why they don't think it's worthwhile Jim having a terms inout before high school to prepare him and are putting the responsibility for his progress into the high school and not taking it for themselves.
If they think he will need additional support at secondary school, then he needs additional support now!
I would contact the secondary school directly asking what their transition arrangements are. I would also ask to meet with the SENCo at the secondary school to discuss your ds's needs.
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