To expect my child to make progress in reception?

[LovelyMoans]

Even if they started the year already where they need to be by the end of it, in reading?

The attitude from school seems to be that because DC has reached the required level for reception, they should just sit at it all year while others catch up.

It's implied I'm pushy for questioning this because "DC is doing well, why are you concerned".

Doesn't every child deserve to make progress from wherever they started the year?

Particular keen to hear views from teachers as to what I'm missing as I feel I'm going a bit mad.

What we did when we were at your point last year is buy sets of Oxford reading tree books to work through. Eg this one: Read with Oxford: Stage 3: Phonics: The Moon in the Pond and Other Tales

There are also some excellent national geographic early reader books that are accessible. You’d probably still want level 1 at this point. There are also some rainbow fairies early readers but we found the stories a bit rubbish compared to the main set which are at a higher level and my daughter loves.

It sounds like you’re not going to make much headway with the school so it isn’t worth stressing about as you can do so much at home. A year later, it is the lack of push in writing that bothers me much more than the reading as my daughter is less inclined to do that at home for pleasure and it is much more of a battle.

@LovelyMoans

I get what you're saying that the school should be stretching her but I don't know how feasible that is in state schools with large class sizes, hugely differing abilities and possibly children with complex needs.

It doesnt affect the other children for my DC to be sent home the right books for them....

I’m a primary teacher, your child does need to be challenged appropriately. However, your above statement did catch my attention - don’t underestimate what doing something for one child means for the teacher. Whatever is done for one child potentially needs to be done for others if they need it. A parent recently asked me for extra books, clearly exasperated with me as (in her words) ‘it’s just one more book, it won’t take long’. She didn’t appreciate that firstly I have to record the extra book and be prepared to do the same for the other 29 children which is a massive job. I’m not saying this is a good enough reason to not challenge a child, just making you aware that doing one thing for your child is not as simple as it seems.

My own daughter is in Infants and I don’t believe her book is challenging enough. However, I’m doing extra reading with her and focusing on comprehension which often gets overlooked.

Teacher here too and I have taught Reception. I would be sending home books that are of the correct level to enencourage a love of reading, regardless of whether the child is less developed in other areas such as PSHE. Haven't read the whole thread but if you haven't done so already, a conversation with the teacher us definitely in order to find out why they are sending home easy books. It could be that your daughter is not showing what she can do in school, which is fairly common.

It could be that your daughter is not showing what she can do in school, which is fairly common.

Yes to this too. I often think ds1 wants to spend all day at school playing with Lego.

When I was a teacher, we would sometimes get frustrated at how fixated some parents could be about their child's reading level. We would do an assessment and, more often than not, find the child was on the correct level. If your child is reading books that reinforce their learning in school, they should be able to read the book with fluency at home. You may feel your child is showing a good level of comprehension at home but maybe they are not demonstrating this in school. I would suggest reading to them and discussing books with them. If your child is doing well with phonics, spending time working on comprehension will pay dividends in the future.

It could be that your daughter is not showing what she can do in school, which is fairly common.

I can well believe this. But (sorry) I suppose I feel like a good teacher should be able to get a child to show what they can do... surely. Pretty key skill for a primary teacher!

When I was a teacher, we would sometimes get frustrated at how fixated some parents could be about their child's reading level. We would do an assessment and, more often than not, find the child was on the correct level.

Right but I'm guessing you'd also be making clear from you reading diary comments what the child needed to work on, right? That's what is lacking here. If my DC isn't ready to progress there's obviously still stuff they need to work on. They do write comments in the diary but they are meaningless. "Nice reading! DC enjoyed talking about the book" etc. Nothing for us to help them on at home.

Just read with her at home

My DD is in year 5 and at the start of year 4 she was made a ‘free reader’ meaning she could read any book she chose, she was no longer required to read the shitty school reading books- great. So she started taking her own books to school and read those, no worries. Then she got into year 5 and the teacher decided she was ‘too young’ to be a free reader and because the school had bought new reading books, she had to start on those again. Major WTF moment. She reads her own books at home, there’s no way I’d make her read those again. They’ve literally tried to make her regress for no reason at all, I don’t understand it. She’s a brilliant reader and flew through the reading bands but I think in year 2 they also decided she couldn’t go higher because it ‘wasn’t possible’ in KS1.

My main advice would be to read lots at home, a huge variety of books and don’t limit him to the reading band books (which are often bloody boring as chuff).

@LovelyMoans

It could be that your daughter is not showing what she can do in school, which is fairly common.

I can well believe this. But (sorry) I suppose I feel like a good teacher should be able to get a child to show what they can do... surely. Pretty key skill for a primary teacher!

When I was a teacher, we would sometimes get frustrated at how fixated some parents could be about their child's reading level. We would do an assessment and, more often than not, find the child was on the correct level.

Right but I'm guessing you'd also be making clear from you reading diary comments what the child needed to work on, right? That's what is lacking here. If my DC isn't ready to progress there's obviously still stuff they need to work on. They do write comments in the diary but they are meaningless. "Nice reading! DC enjoyed talking about the book" etc. Nothing for us to help them on at home.

Regarding your comment about good teachers being able to get a child to show what they can do... Yes, of course, but this can take time AND work in collaboration with parents. Good teachers can't just do this straight away. Little children are complex little things. We are not yet half way through the year and the process of getting a child to thrive is actually a partnership. You do have a responsibility to approach the teacher instead of making judgements about what you perceive good teachers should and should not be doing. Sorry if that sounds harsh but you will get the best out of your daughter if you develop a professional a d respectful relationship with the teacher.

Noted @sevencontinents

Doing my best. It's been a struggle to have any meaningful communication with this teacher and I think thats the biggest issue. We got off to a poor start when they said lots of very generic stuff in parents evening that was completely irrelevant to our DC and left us wondering if they'd mixed them up with another child. Chats with friends revealed they'd said almost exactly the same thing to all the parents, we were all left very confused.

Hi OP. I was in a similar position to you with my DC last year (he's now in Yr 1). In our school, they told me that they don't want to put them up a level until they are reading without sounding out (ou loud) at all. So, like yours, my DC was reading pretty fluently, but still sounding out unfamiliar words. They told me to encourage him to do this in his head. Once he started doing this, he started to progress up the levels pretty quickly and now that he's in year 1, I do feel that his progression has matched his abilities very well. Technically, he could read even more difficult books (and does at home) but does sometimes get fed up if his school books take too long to read (as opposed to the ones he chooses at home). At our school, with the higher book levels, they do a little test or quiz after each book to test comprehension. They tend to progress to the next level when they are regularly getting 100%. Anyway, I too was getting frustrated in reception, but this year I'm happy with where we're at. It helped though that they did explain to me their criteria.

@Legoisthebest

Just because your child is at a certain academic level doesn't necessarily mean they've learnt everything they need to know in Reception. Reception is much much more than academics. Can your child (for example) Be confident and know what to do if asked to deliver a message to the teacher next door? How to share and take turns with games/activities? How to help tidy up the classroom and know where things are kept? Know when it's time to be quiet - lining up, carpet time, assembly - without having to be told twice? How to comfort another child or how to help from a teacher (or another child falls over in the playground)? How to work/play with others that you might not particularly like? How to be a team leader (in PE for example) and get others to follow the rules or how to be a team player and understand that X child is 'in charge' of that activity? Plus loads more things I can't think of right now.

A voice of reason.

Coastalwave
What if DC is fine on all that stuff? Kids who are old in year and have come from a good nursery or preschool setting are often very school ready.

But its utter balls that you can learn how to be a team leader at 4/5 years old. It's at least partly a personality trait, more introverted children should not be expected to have their reading progress set aside while they work on changing their bloody personality lol. It also depends hugely on the behaviour of the other children and their compliance/ability to follow instructions.

But Reception isn't just about reading. That's just one thing the children will be learning. What I meant by 'team leader' was sometimes the children will do an activity in groups and one child is told "you are in charge of this team - you have to give the others the instructions".
I love watching 'The Secret Life of Four Year Olds' on Channel 4 where most of the tasks are group activities, figuring stuff out, working together etc.
Has your child actually said they are 'bored' at school? Just because they are a good reader and doesn't like those dull Biff and Chip books doesn't mean they aren't happy, having fun and enjoying school.
Reading (and phonics) is just a small part of the school day.

“It's at least partly a personality trait, more introverted children should not be expected to have their reading progress set aside while they work on changing their bloody personality lol.”

Is your child introverted, quieter and compliant? Could you go in and have a word with teacher and then head to phrase it as please build DC confidence by focussing on their actual great reading ability? And if you get nowhere, go to the head?

I have 4 kids. 3 very confident. These 3 were always challenged. 1 because she just asked for loads of work from Reception and made a point of showing what she can do at every opportunity. No teacher could ever ignore her. She would be reciting really long poems off by heart in assembly in Reception etc. At some point teachers started using her to help the weaker children and sit next to the disruptive children etc but it was all a good lesson for her. And if it became an issue for her, we raised it.

2 is quieter but highly confident and gifted and super fast. Would always finish work super quick so issues have been to tell teacher from start of every year to send work back if it isn’t up to full ability.
No 4 is very bright but misbehaves and attention seeks when bored so every teacher has no choice but to stimulate her.

However, no 3 is quiet and introverted and gets overlooked by teachers and socially too. He is capable but shy. I never know though whether he actually wants to be challenged or noticed, so I have left it. I think too much pressure would make him anxious. We focus on extra curricular music which he shines at. He doesn’t want to do too many things like the others but would rather do less and in great detail.
I do think a lot is down to personality. If your DC is not happy you should most definitely kick up a fuss. Each child deserves to be given the same amount of attention by a teacher.

In one of your posts you says your DC gets to choose a book from their library but it's always too hard so it's expected you read it too them, so that is an opportunity to learn new things, in a book they chose, but just to do it with you at home ?

If you know by a comment of "happily chats with friends" was a more generic comment and couldn't be aimed at your child, maybe they are focussing on that and spending time encouraging and helping them be more confident in talking with peers to set them up for next year.

Of course a school shouldn't leave your child stagnant in their learning, but I would think they are spending that time helping them progress in other areas.

Knowing "lots of other children in other schools" on higher book levels in reception, doesn't help resolve your issue, (and don't let it become a competition, comparisons are really unhelpful as each child is so different).

When have your parents evening been and when was your last one?

Our DS is the baby of the class and flying as he is ahead of their reading, but we provide books at home for him to nurture that as I understand that reception is about so, so much more than academia. You won't get any piece of mind until you get a clear answer from the teacher, have you arranged a meeting or are you trying to have this discussion off cuff at pick up or drop off???.

We have only had one parents evening about 2 weeks after they started so basically, it was a meet the teacher and basically your child isn't an emotional wreck when they are left or isn't running riot in the class, as the teachers had really not had a chance to evaluate anything. We get a couple of little online updates, but providing our child is happy, at this stage, we trust the school know how best to make the school transition the best for our child. At this stage anyway.

@Legoisthebest

Just because your child is at a certain academic level doesn't necessarily mean they've learnt everything they need to know in Reception. Reception is much much more than academics. Can your child (for example) Be confident and know what to do if asked to deliver a message to the teacher next door? How to share and take turns with games/activities? How to help tidy up the classroom and know where things are kept? Know when it's time to be quiet - lining up, carpet time, assembly - without having to be told twice? How to comfort another child or how to help from a teacher (or another child falls over in the playground)? How to work/play with others that you might not particularly like? How to be a team leader (in PE for example) and get others to follow the rules or how to be a team player and understand that X child is 'in charge' of that activity? Plus loads more things I can't think of right now.

Love this

My kids went to a fabulous state-run nursery school (first year of foundation stage) and only did any "reading" if they showed an interest, and any books sent home were to be read with/to them. By reception year, it all starts to get competitive amongst parents on reading levels. What I don't understand is the obsession with reading levels and where your child is at. Your own reading resources (ie books) can be bought or borrowed from libraries. You're not restricted to reading just what comes home in the book bag.

Eventually, reading levels don't matter at all. It's a bit like riding a bike - once you can do it, you can do it. Looking back at early years education, I can't remember who from my DC was at which level of reading and when. But they can all read perfectly well now.

I find it very strange how many people think I should just accept that progress as measured in school shouldnt matter for my child.

If a child started reception at a low reading ability and ended it having made no progress at all there would be uproar. I don't really get why we think it's more acceptable for kids who are struggling to be stretched and challenged (often to the point where its really hard for them), but we should expect kids who start out a little further on to just stand still.

Kids do not all end up in the same position. That's why some kids get A*s in a-levels and some get Ds. Trying to pretend every kid is going to get to the same point is a bit mad, no?

@LovelyMoans

Noted *@sevencontinents*

Doing my best. It's been a struggle to have any meaningful communication with this teacher and I think thats the biggest issue. We got off to a poor start when they said lots of very generic stuff in parents evening that was completely irrelevant to our DC and left us wondering if they'd mixed them up with another child. Chats with friends revealed they'd said almost exactly the same thing to all the parents, we were all left very confused.

I think it must be very frustrating for you to not receive clear communication from the teacher.

However, comments such as ‘surely a good teacher can make a child show their true potential’ is demonstrating a lack of understanding on your part and be careful this doesn’t come across to the teacher. A good teacher doesn’t push a child to do their absolute best immediately but coaxes it out of them so they are comfortable to show their true potential consistently. Bear in mind as well that a child needs to be able to read well at school, with different adults in a busy environment. It’s easier for a child to focus at home with an abundance of attention from a parent, 1:1 in a quiet place.

@LovelyMoans

I find it very strange how many people think I should just accept that progress as measured in school shouldnt matter for my child.

If a child started reception at a low reading ability and ended it having made no progress at all there would be uproar. I don't really get why we think it's more acceptable for kids who are struggling to be stretched and challenged (often to the point where its really hard for them), but we should expect kids who start out a little further on to just stand still.

Kids do not all end up in the same position. That's why some kids get A*s in a-levels and some get Ds. Trying to pretend every kid is going to get to the same point is a bit mad, no?

I do think you have a point. If reading is a strength, this should be encouraged as part of building up self esteem. Good readers should not be sacrificed at the alter of the phonics scheme. Good teaching builds on and develops strengths. It sounds like there is a bit of a barrier preventing you from approaching the teacher. Request a meeting and see what she or he says.

@OnceuponaRainbow18

This is why secondary schools are now ranked in value added, to stop this kind of coasting.

I would raise it and ask why they feel their way is good.

In the meantime I would go to local
Library and get the books you think they’ll want to read, and do some extra work at home

This is why secondary schools are now ranked in value added, to stop this kind of coasting.

Explain further theta you mean?

@PatchworkElmer

Surely they’re giving them higher level reading books etc as stretch activities? How is DC with phonics- I know they can read, but are they doing well with the phonemes etc?

Mine's in year 4, merrily reading lengthy books on her own and conversing about the sorts of clichés she's starting to spot and how exciting the story is or complex a character might be, and the school still give her a battered "Biff Chip and Kipper" thing, which she's supposed to 'read' and I have to sign a thing to say she did. Which I don't.

For years I've said, same with my eldest kids too, "when do they get something a bit better to read?" and they insist they have to 'follow the system.' My Year 6 kids left the school having never once been allowed in the library to take out a book, and all the class was still being given "THE. CAT. ON. THE. RED. BUS." rubbish until they left. 11 year olds.

Utter disgrace. At the end of the day mine will be alright, because we're big readers at home (and yes, I check they 'understand it'), but think of the kids who aren't as lucky and who get nothing but "AN EGG ON THE BED" for their entire primary experience.

YANBU. I can't believe how many people are saying you just have to stretch them at home. It's a bloody school fgs. It's literally their job to get the children to make progress (with reading and other things). How hard can it be to actually give a child books appropriate to their level?! I'm a teacher and I find this ridiculous. None of the suggested reasons/excuses are valid imo.

I was an early reader 45 years ago. My idiot reception teacher point blank refused to believe my DM when she said what level I was at. As a result I sat there and refused to take an interest in the baby books she gave me and she thought I was naughty . DM eventually made a fuss and convinced her, and all was fine with my reading (and behaviour!) after that.

Ps thanks again to all the contributors especially teachers. Lots to take on board. I know reading isnt the be all and end all but it's a great skill and a joy in life, I can't see any downside to progressing in it rather than waiting for others to catch up.