Is it stupid to bring a complaint like this?

A good HoD shouldn't feel aggrieved by a parent asking these questions.

I agree here entirely, couldhave.

I am not disputing that there are fantastic comprehensive schools which cater for their outstandingly bright students. But what's a parent to do when they find their child's school is not like that? I'm rolling my eyes at the posters who jump down the OP's throat and imply she's being too big for her boots if she challenges the school. A good HoD shouldn't feel aggrieved by a parent asking these questions.

The thing is you sound very interested in levels when actually widening their knowledge can be better and more interesting for them.

My dd1 is very good at maths, she was beyond level 8 part way through year 8, as were others in her group (comprehensive). We've found that the best teachers are not the ones that finish the topic and run onto the next, but the ones who take the topic they've done and let that group use it with it projects and practicals. They get more understanding and are able to apply it in different circumstances and problems.

A child can do the work to achieve level 8 may well not be as good as a child who has only done the work to level 7, but has done widening work which will enable them to understand the topic thoroughly and hence be able to cope much better with the next stage up in that topic.

What I think you'd be better asking for is good extenstion work rather than him needing level 8 work necessarily. Ask what they give him when he finishes his work correctly. If what they give is more of the same, then that needs addressing. If what they give is using that topic to investigate further, then you should be very pleased.

So Y8 is not exactly a priority.

Cannot quite believe some of the comments here.

Y8 may not exactly be a priority to you or other teachers noble but the OP's son IS her priority and if she has concerns about his learning she has the absolute right to raise them and be afforded the courtesy of an answer. Email is surely a better method of enquiry than repeat phone call's to the school.

As parents we're encouraged to work in partnership with school and the vast majority of us do. The contemptuous disregard of a parent who is worried that her child is going to coast for a year does nothing for this 'relationship'.

Yes teachers have a huge workload and currently there are many changes to deal with. Yes they are busily dealing with post mock and pre public exam stuff. However children in non exam public exam years should also be priority otherwise we as parents will start to believe that for schools, it is all about the league tables.

And NC may well have been scrapped but pretty much every school is still using them to report progress to students and parents - I have a y7 and teachers were referring to his end of ks3 target in these terms - a target some 2 1/2 years hence! So it is entirely reasonable for the OP to be asking if her level 7a student will be sitting L8 papers.

noble your "fuck knows" response and "go look it up yourself" stance is frankly insulting. Hope to goodness you're not teaching at my DC school.

I find it interesting you get people speaking out against selective education, proposing bright children will be well catered for in to sets of comprehensives, then as soon as a parent writes a post worrying about their bright child being let down by their comprehensive school, a load of posters jump on the parent implying they are being unreasonable, expecting too much, their child shouldn't expect any special treatment if their abilities are greater than their peers.

Children can be catered for well within the Comprehensive system. Although this does not mean they always are. There are problems implicit within the Grammar system also. Not least, is that not all children reach a peak (in terms of their attainment compared to peers) at age 11.

to = top

My personal opinion is that you should contact the ahead of maths, as someone mentioned above, for a fact finding discussion. I don't think it is right for you to feel you're in the dark about this, which you might not have been if the maths teacher had let you see her at parents' evening.

I find it interesting you get people speaking out against selective education, proposing bright children will be well catered for in to sets of comprehensives, then as soon as a parent writes a post worrying about their bright child being let down by their comprehensive school, a load of posters jump on the parent implying they are being unreasonable, expecting too much, their child shouldn't expect any special treatment if their abilities are greater than their peers.

Wow! It's really lovely for all of us with kids in yr8 to hear they are not a priority.

If I was told that by a teacher at my son's school we'd be out of there pretty quick. My son is top set and even within the set there is extension work set for the more able. Indeed both top set and second set take both the 5-7 and 6-8 papers as sometimes there is a bit of movement between the lower part of top and top part of set 2. The curriculum sent out says all sets will be taught eg. X y z and in addition sets 2 and 1 will be taught p and q and set 1 will also be taught r.

Also most children in sets 1-3 at our school easily a achieve a 7 and the 6-8 paper in effects sorts out those with natural ability. If your son is handling the work easily ask whether there is the possibility of extension work to keep him engaged and work his brain.

I don't know whether you are in the state system or the independent system. My son is in an independent school and usually any email enquiries (and we are encouraged to ask questions by email) are answered same day or next even if it is just an acknowledgment that something is being looked into!

I agree with the others go to dept head or year head as teacher seems to be binning you off! Unacceptable!

Oh, it sounds like he is having to deal with some difficult stuff. Has he access to any support from mentors who have issues similar to his own?

var123:

Look I get that you're concerned but as others have posted what do you hope to achieve. I think it is fairly reasonable to presume that a single individual is highly unlikely to get a school to change it's maths curriculum for their child (gifted or otherwise).

I understand the frustration - believe me - but I think it sometimes is just easier on all concerned to just plow ahead regardless of what is going on at school. Use school to check/ confirm/ review - but at least for this year - don't see it as a place where rapid progression is going to happen. Also be aware that as you move up levels progress becomes slower - it's much more complicated.

So my advice is try doing more at home - your DS can dip in here and there progressing his own knowledge - some solutions include:

First, and most obvious, is Khan academy - entirely free - and you're child can learn more about maths and progress away at his own speed. Info here: www.khanacademy.org/ - just select maths under subjects and have a look high school maths and beyond (Years 9 - 12 in US = Years 10 - 13 UK).

Have a look at the maths puzzles on NRICH maths: nrich.maths.org/frontpage - start with lower secondary but if too easy move up to upper secondary. You can post your answers and your school and if it is correct you will be published on-line.

Have a look at Corbett Maths 5 a day: corbettmaths.com/5-a-day/ - this is GCSE practice - if your son is level 7/8 - have a look at foundation and higher problems. Answers are provided. A few can appear out (maybe because of rounding pi, but answers show workings usually and can really help).

If your school subscribes to My Maths - work through lessons at Level 7 (for practice and then try for Level 8). Try setting records in games.

HTH

Regarding his self esteem issues I think it might help if at home you always highlight the things he has done well and stress that the struggling is only part of the process of learning. If there are particular struggles, can you help him resolve them, come up with solutions?

Not making an appointment is also valid, if you think your DS will receive sufficient teaching with the extra lessons and any support you can offer.

I think you just have to weigh up which option is most preferable to you.

If I got a parent emailing now whether a y8 would be sitting a level 6-8 exam in the summer, the answer would be 'fuck knows'.

The maths curriculum is being overhauled, the new GCSE is changing everything. Levels have been scrapped. SATs have been abandoned. We are desperately trying to figure out what to do with our Y9s at the end of the year, who have started the GCSE course, because Ofqual are currently investigating the sample assessment materials the exam boards have provided and won't report back till April.

So Y8 is not exactly a priority.

If you are concerned that your DS is not being challenged in lessons, then a better course of action than banging on about level 8 material (unless it is being taught with the rest of his class, because if he is taught it outside of his set then you'll only have the same problem again next year as they catch up) is to ask for enrichment material to be provided. The UKMT provide monthly mentoring material for the junior maths challenge and perhaps your DS could work through this if he finishes stuff quickly in lessons. Or you could look it up yourself.

I don't think your concern is stupid at all OP. It is a common concern. Added to this any concerns you might have had have probably escalated through lack of communication, though not for the want of trying on your part.

I would just make an appointment through the school office, since you were not able to get an appointment at parent's evening, it is very understandable you want one. Maybe start with the maths teacher but then if your concerns are not allayed make appointments with head of department, SEN department and / or head teacher.

Surely the reward for doing well is doing well though? In that it is intrinsic. I have read some research that would suggest manufactured rewards can actually devalue a subject, in terms of the pleasure people take in learning itself.

You can award at home, if you wish, when you learn of his progress. If his self esteem is of real concern and you think it might hinder his progress have you considered making an appointment with the SEN department?

It does sound like making an appointment, through the school office, with the staff you would most like to discuss your son's progress with, would be the logical next step.

Ask her to ring you. Or arrange a meeting with her. Email clearly isn't working as a method of communication.

....because it probably lies outside an individual teacher's control and will involve maths setting, class sizes etc.

What would you like the school to do OP?

They have said they will provide lessons out of school hours. Do you think he should be taught the subject matter within school hours? If this is the case you need to discuss this with the head of department and maybe the head teacher.

You have three unanswered questions from parents night?

What on earth can they be; that it's your duty as a parent to have them answered asap?? You sound very intense.