Help I am not sure whether I made the right choice for our DD by going to our local comprehensive

Everything @TizerorFizz says. Just to clarify, I wasn't offering an opinion on the importance of good teachers, I was saying that this is what the vast majority of pedagogic research shows IS the case. My knowledge is admittedly a little out of date as I no longer work in this field, but as far as I know studies continue to show this to be true.

I agree with Tizer. Some of the best teachers my state educated kids had were in the humanities, which were not set and so classes were large. But because these teachers were great at their job, they were able to teach everyone, maximise achievement for everyone and maintain order without much effort.

@Alexandria12
That depends if you measure quality teaching on marking books. None of what you list improves subject knowledge, teaching ability raising standards for all children (and state teachers cannot pick and choose who they teach) and aptitude for the job. Like many jobs, not all teachers are equal in ability. I’ve seen disorganised teachers, ones who don’t cover the curriculum, ones teaching subjects they are not qualified to teach, schools using a huge number of supply teachers, churn of teachers being detrimental etc: class size makes little difference when all this is a major factor. A good teacher does explain well and see individual DC if necessary. They will also have enthusiasm and great skill in the classroom.

A level classes when DC have selected themselves can be easier to teach.

Surely quality teaching and class size aren't independent variables?

Won't teachers be able to improve the quality of their teaching if they have fewer students to manage, fewer books to mark, less behaviour management to do, more time to give individual attention etc etc

@TizerorFizz @thing47
Thanks. Quality teaching makes sense as an important factor. I still think it is hard to do your absolute best-if you are in an environment where the average attainment is low-mediocre and/or it is a social disadvantage to achieve and /or teachers are managing others with much greater needs the majority of the time. I went to a school like that - I was lucky and was highly self motivated but suffered enormously from being different, geek etc.
One of my siblings really benefited from a tutor in maths, which she was weak on and lacking confidence. She went from predicted C (pre numbers) to an A*. I think targeted input like that can be helpful.
however, having read back through the whole thread now, the OP sounds like her dd is already in an excellent school so she may well be concerned about nothing. I feel her angst though as it is easy to generalise but when it is our child the ‘general’ doesn’t always feel reassuring.

[quote TizerorFizz]@ChocolateHoneycomb
There is plenty of evidence to show that high quality teaching makes the most difference: for all children. A bright child that suffers a string of supply teachers often dips a grade. Interrupted and poor teaching do bring attainment down. The bright child might seem ok but we do know poor teaching does them no favours either. Money for tutors might fill the gaps but poor DC don’t get that. So it’s not just motivation either. It’s teaching and, falling that, parental resources.[/quote]
Yes, that's absolutely right. Most of the pedagogic studies of education show that the quality of teaching is the biggest factor in educational achievement (along with support and encouragement at home). I posted elsewhere on these boards that although parents often consider small class size a major benefit, the data actually shows that DCs are better off in large classes with great teachers than small classes with less-good teachers, at least at secondary level (the evidence is slightly less clear-cut at primary level).

@ChocolateHoneycomb
There is plenty of evidence to show that high quality teaching makes the most difference: for all children. A bright child that suffers a string of supply teachers often dips a grade. Interrupted and poor teaching do bring attainment down. The bright child might seem ok but we do know poor teaching does them no favours either. Money for tutors might fill the gaps but poor DC don’t get that. So it’s not just motivation either. It’s teaching and, falling that, parental resources.

I think it sounds like your dd might be one of the dc I think benefit from independent schools - but only if she needs a little extra to achieve her best rather than being very naturally self driven. My observation has been the very bright and very motivated do well anywhere but the middle, esp those less self driven or who might coast or drift down to the median level in a school do better with less ability to hide, higher average attainment and potential for wide range of extracurricular options.
However, your current school also sounds like a perfectly good option, esp if money would be tight paying for school. In that case you might be better with a tutor.
It is really tough making these decisions.

I think the more arm's length approach to communication with parents is more a characteristic of the transition to secondary than than a particular feature of Coombe in my experience. It was the same with DS's private secondary. The intention is to get DC to take more responsibility for their academic progress at this age. I did find that they got in touch if they had any concerns.

My dd went here ( left 7 years ago)
She was not top set but thrived there. I kept a close eye on her development and she was supported greatly by the school.
ongoldenpond I think we dmed years ago about this! I've name changed I think

Hi OP, my DD went to the school your DD is at. We were very happy with it, she was definitely stretched and very importantly she was happy and made a circle of lovely, supportive friends. She had been at private prep (LEH juniors) and did very well there but she was very anxious and just not happy. The ultra competitive atmosphere just wasn't good for her. She did very well at her GCSEs and got the support of her wonderful drama teacher to successfully apply for a place at BRIT School to study Musical Theatre. This is her absolute passion but, as an academic high flier if she had still been at LEH I feel she would have been pushed to stay on in the school's sixth form and follow the traditional academic pathway which just isn't what she wants.

It has been six years since DD left but hopefully things haven't changed too much.

OP, just be careful that you are not fretting that state just isn’t ‘good enough’ based on your own private education.

Be positive, calm, confident and have trust in your child. Obviously if something actually goes awry then intervene. And after all, you have the financial security to intervene should you wish.

You do seem to have been fretting. I wonder what prompted you to put your Dd in for the (stress of) grammar exams if she is not naturally very high performing? As I think the only grammars open to you where you live are the highly competitive super selectives which take maybe the top 5% of ability?

I think this is what has prompted PPs to talk about you passing in anxiety to your child.

@daysem hard work does not always beat intelligence. I say that as a secondary school teacher with 27 years of experience.

Target grades are not really a target, they are a minimum expectation. There is a strong incentive for schools to try and ensure children exceed their target grades and every incentive to ensure they don’t drop below them. There will therefore be active encouragement to exceed the target, and negative pressure to avoid dropping below it. Active encouragement is a far more pleasant experience.

@daysem
I would not read too much into anything they predict in y7. Has your DD done MFL before? What about drama? Or geography? Has she been taught art or technical subjects? The depth she will now go into at secondary school will open her eyes to these subjects. I remember when DD1 got brilliant teaching she came on by leaps and bounds in all subjects. She discovered she was very good at MFL. Who knew this in y6? She only started MFL in y7 so how did anyone know what she could do? Ditto with Drama. She had not done much science so how could they really know what she could achieve? As it turned out: a lot!!

I think a very good school will enthuse pupils and ensure they make very good progress. Far more is possible than a few y7 tests might suggest. She will be fine.,

My son's at the (very good) local comp and his targets are 7's based on Sats/Cats. He's GCSE year now and predicted all 8's and 9's. I'd keep her at the school and just keep encouraging her, she needs to put the work in if she wants good grades the teachers can only do so much.

I do not think this has anything to do with me but I was probably at the top end of average. I went to an independent school, went to Uni. I have a postgrad degree and a PhD.

It might be why you're worrying though. What I would say is that students with high SATS and CATS scores have high targets & do end up quite stressed all through as they're rarely on target.

I imagine with your support she will be fine. Is DH academic?

It sounds like a good comprehensive from what others have posted. Try not to worry.

OP I'm assuming this is CGS?

I really don't think you have anything to be worried about. As you know, their GCSE results are really good, especially when you factor in the fact that the grammars and selective independent schools cream off many very academic girls. But they also have excellent Progress 8 results putting them in the top 14% of schools.

As PP have said, the fact that you are interested and care is the biggest single factor in this but also the fact that she is happy there is really important.

The more my children go through school the more convinced I am that private education for most children isn’t a great use of money when you have a decent state school on offer. I’ve one who came into year 7 from a failing primary who I simply couldn’t get up to selective independent level in English and he left with 8/9 at GCSE and AAA at A level. Middle one is in GCSE year with targets of mainly 6’s, I am certain she’ll get mainly 8’s maybe 1 x 7 and a couple of 9’s. Youngest , no targets yet but he’s a smart ish cookie. No way do I wish I had Paid for secondary. Decent comps will do a good job and they’ll find like minded peers. Low performing school which yours doesn’t appear to be, may be a whole other discussion

OP, you need to ask the school (or check on the website) how they do target setting. I'm a governor of a good comprehensive and our school re-evaluates targets at the end of each year, based in how students have performed in exams. In our school she would have targets for the current year, not just for GCSE. And if she exceeds this year's targets, then targets for next year would be proportionally higher. So talk to the school, but don't assume a private school will be better, many aren't.