To change my 7 year old’s school?

[ThornAmongstRoses]

AIBU to consider taking my 7 year out of his school and placing him in another purely because I think the other school is a better one for him?

Me and my husband have had some concerns about our son’s current school and despite raising them twice and being given reassurances by his teacher and HOY, nothing has changed.

There is another school nearby (though not as convenient as his current school) which has a fantastic reputation, I know there’s space in his year group if we were to transfer him, but the thought of taking him away from his friends is hard to make peace with.

Has anyone else moved their child in similar circumstances and it turned out ok?

Me and my husband just don’t know what to do for the best.

Have a look at the gifted topic for resources. We had a similar issue with the class teacher and reluctance to differentiate. We pushed, asked for policies and eventually spoke to the Head. We all worked together to have her tested and, as a result, she now gets differentiated work, we support her at home on the stuff the teacher doesn't have time to help one on one and she is much happier.

The teacher does use her to explain the simpler work to others because it's reinforcement for her and also, particularly with maths, the idea of explaining your answer rather than 'because it just is' (which is how a lot of bright children see a subject like maths) is a skill which is necessary as the work gets more complex.

To be honest, taking a child out of a school because of one teacher, coming after lockdown, seems excessive. Push the school by all means for an assessment, give them a bit of leeway given the current circumstances but don't make a huge decision as I don't think it's the school that is the issue.

*Well I had asked the teacher if when she’s getting the other children to their 2, 5 and 10 times tables, can’t my son just do his 6, 7, 8 and 9 times table etc but obviously that’s not happening (and I didn’t think that was a huge change to ask for or one or one that would particularly add to their workload).
*
Whilst not necessarily adding to workload, the question here is, what is he going to learn next year when his counterparts are learning their 6,7,8 and 9s? This has a knock-on effect and isn't conducive to quality first teaching. Boring perhaps, but over learning will increase his speed and fluency.

Getting the brightest children to help their peers is a valid way of deepening their understanding. My DS just gets maths. Can't see why others don't.
He's challenged by being asked to explain it to his kagan group. He finds that really hard lol

Download tt rock stars and do the times table with him.

Been through this too. Some state school teachers are amazing at producing differentiated work for more able children, others not so much. As many have said, the focus is rightly on those who are behind expected levels - even more so post-lockdown. But I do not agree that means the able ones should be left to be bored and disillusioned with school.

It’s fantastic that kids are back in school, with their friends, but every child should be supported and encouraged to reach THEIR potential, not just the cohort potential.

We decided we had three options:

1. Be on the school’s back constantly about extension work (already tried that for years, neither the will nor resources were there, except for a very few outstanding teachers)

1. Do extension work at home (Also done this but I’m frankly tired of trying to fit in appropriate level learning and extra curricular after 4pm every day - I also have a job)

1. Move DC to private. Obviously that isn’t an option for many.

I don’t think it’s anyone’s fault. Teachers already are stretched and not all have the desire to give up even more if their own lives (don’t blame them!). It’s just where we are now with underfunded state schools and unavoidably different levels of learning during lockdown.

Just a few ideas, does he know all related division facts? Is he able to problem solve, word problems, nrich as someone pointed out has fantastic resources. The focus in primary maths is breadth and depth, problem solving using the times tables he knows can be more challenging than learning other tables.

Is there a TA in class, many classes do not have one and that is difficult as many children lack independence as used to adults at home or being in smaller groups in schools.

A lot of teaching at the moment is assessing where children are and what the gaps are in order to plan properly going forward as children have all had such different experiences. It really is unprecedented times and nothing is really ideal at the moment, talk to the teacher again but give them time, they are probably trying to work out correct work at more different levels than they ever usually would be. Most teachers are great at differentiation but currently it is not the normal differentiation you would expect.