To be upset my reception child is 'emerging' in key areas...

[MisterPip]

...when todays report (2 days away from end of term) is the first time this has ever been hinted at?

Two parents evenings (autumn/spring) quite generic comments, first purely about settling behaviours and before any baseline assessments at all.Second descriptive of her skills, no comment on where they were compared to peers or any next steps given. Has the same reading books going home (no homework) to her friends, writing to me looked similar to classmates, bit lower maybe but in the same range. Simple sentences with longer words being just the first sounds. Say 'cat' correct, school as 'scool' and digger as 'digr'. Maths, can count one more/ less to 100, tell time to nearest half hour..seemed pretty average to me.

But she's emerging for reading/ writing/ number/ shape/ physical and understanding of the world.

I'm laid back usually but I'm really really upset to feel like I 've wasted a year not knowing she needed support (and had none in school was given), not one throw away remark to hint she needs help at all. And now there is no time to meet the teacher to discuss next steps. 2 next steps given are bloody usually at the end of the year
1: 'to choose writing more often as an independent activity' (2 days to go now!)
2: 'to continue practising forming numbers' (just wrote 16/ 60/ 13/ 30 for me without guidance, no reversing. Scruffy but legible and starting in the right place)

It's a final straw following a year of almost no opportunities for communication (not allowed in playground, appointment only through office) and generally feeling like there's been no change. In her nursery year in another school her progress was amazing, actually 40-60 already at the end of the year in moving and handling, whereas now it's bloody 30-50 months.

Is it reasonable to move schools? Supply teacher next year so no idea of quality as yet as they are not recruited, but overall culture is crap. They are apparently 'outstanding', but everyone I know at the 'good' local schools are happy and have make fantastic progress.

Perhaps I live in a parallel universe but for the life of me I can't see why anyone would even care about grades targets and descriptions in Reception! It's an optional year with a playbased curriculum!

Chipped - in the same way as a developmental check, it helps to see if everything is roughly on track, and if support might be needed if it's not.

Reception isn't exactly optional- your child must be in education from the term they turn 5.

My DS' report was totally contradictory, I was going to question it but we're moving soon so he will be at a different school, he can read and write to an acceptable standard.

This is from his teacher who referred to him as feral so wasn't holding out on a good report. His teacher didn't like him at all and made it quite plain she didn't, the only reason I didn't move him was the fact he adored his TA, I take everything the teacher said with a massive tablespoon of salt.

I'm not too bothered about targets Chipped because I don't believe they tell us anything meaningful about a child's development or learning but Reception isn't optional unless the child's birthday falls in the Summer term. Compulsory School Age is the term after they turn five.

Yes you're right. Mine are mid year kids so we technically had the option of not doing a term or so.

I don't believe they tell us anything meaningful about a child's development

Do you think that is true of eyfs goals?

I have found it really helpful with ds to see the areas where he seems to be making more progress, and have an idea of where that sits developmentally.

It was also helpful when it became apparent that dd2 has dyslexia, the gap between the levels, lead to further assessment and more support.

Wow she definitely doesn't seem to be emerging at all.

I don't think I could send my DCs to a school where you have to leave them at the gate. What an awful policy! There are a handful of us still stood there for our year 2's!