School Have basically given up on entire year 11

[ReformedWaywardTeen]

Our school have been questionable at best for a while. I've allowed a few concerns to slide, haven't we all, putting it down to unforeseen Covid related kiboshing.

Our school is different in that it starts GCSE studies in year 9 rather than 10, so they traditionally choose options in March of year 8. It was promoted as being helpful as work is more staggered and worst case they could swap a subject if they hated it in year 9.

So, DD was due to choose their options in March 2020, with an options evening for of all dates the first day of lockdown.

When it didn't happen we assumed they would cancel options picking completely. Except they didn't, we did it with just a booklet giving some idea of the curriculum. They were slow to organise online learning so no virtual event took place (not a surprise, these were very strange times).

DD ended up picking 4 subjects, 1 of which they were on the fence with.

Obviously, as we all know, life didn't go back to normal as predicted, and a few of us parents did voice perhaps by December 2020 that maybe they should start from scratch for year 10. The school was hit hard by Covid isolations from Octopus onwards, whole year groups were off due to a lack of teachers. Then we had the January to March lockdown, and within a week of being back they were on school break.

This has had a hugely negative effect on DD, they've gone from a confident kid to being a shell.

Year 10 was a nightmare, not just for DD, for the entire year group. They did tests before the end of term and it was, to quote one teacher, a nightmare. How it's taken school this long to realise how badly behind they all are and the knock on MH effect of lockdown is beyond me. They also hadn't taken up the government offer of tutoring.

Meanwhile, DS didn't pick his GCSE subjects in 2021 (year 8), down to covid, he waited until year 9 and had the benefit of talking to tutors to ensure they are right for him. He has entered year 10 last week full of confidence and is thankfully very happy.

The one constant we had was the school has always had a place for any pupil who wanted it at the school's onsite sixth form.

Until last night.

We had a curriculum evening, not unusual, but this time, they are about to become part of an academy.

Suddenly, the school has been trumpeting their top 25% results for GCSE this year and top 20% A'levels.

They have now said the kids won't get a place automatically, and of you think they won't do well, then start looking elsewhere. Charming.

They have to apply, have an interview, get grades and have an exemplary record of great grades. DD does not have that since Covid.

On the way out a lot of parents were angry. It felt like because they were going on about the top 20% score and they realised the tests done at the end of last academic year were terrible, they are replacing kids they let down by not responding to covid in year 9 effecting GCSE study to be able to show off.

My AIBU is whether I'm right to raise this with the headteacher? I feel like they've let them down so much and the lack of foresight with their year group is ridiculous.

Is this what happens when a school is an academy?

DD was utterly broken last night, saying they may as well give up now, as even the school thinks they suck and will fail. They know what they want to do post A Level and need GCSEs to do it. It's been so hard to try and reassure a kid who is totally adrift thanks to two years of carnage.

What would you do in this situation?

Sorry should be

they CANNOT waver on some students' grades

6th form probably isn't the right place for her. Many schools ask for a 7 at GCSE, so that they can cope with A'level's. If you are talking 1 & 2's and seriously struggling, Then surely you should be looking at alternatives?

I think you missed where I've said that actually, the entire cohort are struggling and not meeting expected grades. And school did not say DD was doing badly. In fact, I had next to no info to suggest any issues at all. We knew they were down in themselves but they were getting merits for good behaviour and work all the time as before.

Also, I've explained that the difference between DD and DS picking GCSE options has been huge. DS was on the fence between two subjects and open evening helped him decide. He had to speak to a teacher about his options after picking who voiced an incorrect and based on old info query on one choice so presumably they could guide others who may have picked the wrong subject. They also picked in year 9 not year 8.

DD had none of that. No open evening, no discussion with a teacher no meeting to ensure they were the right choices. Yes much of that down to covid but in essence it would've been better to delay to year 9 or let them start again in year 10, with the option of switching a subject if need be. DD had asked to do that and despite school explaining they start in year 9 as they can swap, was not given that option after all.

On their reports and points and such I had no reason to think anything educationally was amiss. Parents evening was incredibly positive with nothing flagged at all

That's why it was a shock when they did so badly in July but it was universal across the year group

As I say it's not so much about the dropping them at 16, it's more the way they've handled it all. This has just been the final straw of they've miss managed a lot and not addressed it.

We've spoken to her again but she was in tears again. I've tried nice I've tried getting tough and it ends with the same outcome. And we do feel like she's on borrowed time educationally.

Perhaps instead of being positive last year they could've flagged concerns. I personally don't see how from no concerns we got those grades. It's totally flattened her.

Also someone mentioned 3 months off? This is incorrect they didn't have 3 whole months off not sure where that impression came from.

Also I feel some have seen this thread as a teacher bashing exercise but that's not the case. I recognise throughout that teachers had a thankless task. It's more the way the announcement was made and the management of the school that has disappointed me.

I'm aware also that DD does need to knuckle down but getting someone who is constantly in tears, not sleeping and so at an emotional low point to do so is hard. She's 16 but actually, she's more like 14, this wasn't the case until now she was always very mature. It's almost like she thinks of she hides it will go away.

I am planning on contacting current tutors to see what we need to do or if they can help in school. I doubt they want anyone to fail, much less a whole year group. But I think the low grades came from her being so panicked and she had to leave the hall during the exams. She said she couldn't breathe. It was so unlike her.

I don't think school have prepared for her year as well as they could have, purely because they've gone along with DofE that everything is fine now and no need to change their GCSE exam pattern like they've done up until recently.

We are looking at alternatives I've said upthread we have booked to go to open day at the local college

So the grades probably aren't as bad as you said really if she didn't sit the whole exam.
The whole cohort might be 1-2 grades down on where they should be, but your DD might be appearing even lower than that? Due to a mixture of missing part-exams and not revising?
It sounds like she is struggling with her MH, so helping her cope needs to be a priority. A big part of that will be sorting out a plan for y11 that is doable and not too overwhelming.

I'm aware also that DD does need to knuckle down but getting someone who is constantly in tears, not sleeping and so at an emotional low point to do so is hard. She's 16 but actually, she's more like 14

OP - I would suggest that your overriding focus needs to be in addressing what would seem to be a fairly serious mental health situation here

And op it absolutely will not be “the whole cohort struggling”.

I think it sounds like your DD just went to pieces in the mocks. If the school and teachers have previously been good then it's unlikely they ALL completely overestimated how she was doing up.to that point. It also sounds like the meeting you attended was clumsily pitched and not aimed at students like your daughter who is struggling with MH/anxiety rather at those who are just not trying at present. Rather than going in all guns blazing and complaining to the Head, I would suggest booking a meeting with your daughter's tutor or head of year and having a chat about how you can all support her with exam skills. Does she have special arrangements such as sitting in a smaller venue than the main exam hall? If not that would be a good starting point .

Teachers downed tools from the start of covid. They didn't go the extra mile to get children through GCSEs .
They just hide behind the unions.
It is what it is. Until the government get a grip of the unions nothing will change in schools.
It is frustrating when you see your child struggling but you just have to support them the best you can.

Absolute rubbish as a generalisation.

I do agree regards MH.

Obviously they had a stress related illness this year, which was sorted out after a wait. However, the GPs attitude was that lots of previously fine teens are now finding post Covid life difficult for a number of reasons. They said that resources which were stretched before are at breaking point.

I've contacted their Head of year and form tutor. Not to complain but to ask for some guidance or perhaps a chat to discuss what next options are available. I'm told it's too late to put them forward to sit exams with special consideration like a stop clock if needed. Because there was no SEN their hands are tied.

I did suggest it has all come to a head after the meeting and that we would probably benefit from seeing the full details when available. I've said that I sympathise in a hugely challenging time but my priority is DD having a good outcome and I would appreciate any help available to support them.

It's just so out of the ordinary, they were a happy go lucky kid who got on with it and was funny and confident without being a show off. To see such a decline has been hugely upsetting and I'm looking at the helpful suggestions here as this is new ground for me. I was always aware of the whole moody teens thing but this is something else.

I do think it's a countrywide issue. At a time when services are vital, they are at capacity. I know from speaking to a fellow parent that camhs has always been difficult to access prior to covid, currently it's closed its wait list. I dread to think what it's like for parents where their child has all the stress plus an additional need.

I'm hopeful that we can reach an action plan.

I don't think that's fair no.

They were left at the mercy of a life threatening (for some) illness with no more than a self funded material mask. To then pay them peanuts is a disgrace.

As a firm socialist I'm not going to agree on the notion of unions being denied a right to stand up for their workforce

Also, yes some schools found the transition to online learning difficult, ours were behind. But this was something out of a disaster film, not something any of us saw happening until it did.

You really need to focus on the mental health issues.
The option choices are a red herring. My Y10 “chose” her options from the online booklet when she was in Y6 and all excited at the idea of secondary. Fairly accurately as it happens. How hard is it to choose between History and Geography? 🤷🏻‍♀️ (I mean - you might like both and feel torn, but it’s not like choosing between an A level and BTec)
Stop getting hung up on minor Covid admin issues from the past and focus on her health now.

Have you been to the SENCO? Or the school's exams officer? I'm pretty sure it's not too late to apply for special arrangements, especially with evidence that the mocks were such a disaster and that this was unexpected.

When do her exams start?

Mocks are January exams May

Ok. So 4months away.

As well as focussing on her mental health, you secondary focus should actually be on her making the most of the next few months so she does ok in the exams.

Rather than bemoaning fact that the school isn’t going to automatically give every student a place irrespective of anything whatsoever, start focussing on getting your daughter up and studying! I suspect that is precisely that the school will say to you

Wait the mocks are in jan

the exams are 8 months away!!!

Yes it seems long until we remember that they are way behind on stuff from last year.

I've also now asked whether they are aware of what is going to be covered in exams, even a rough idea, so we can concentrate on catching up on that and disregard anything pointless.

op

the exam syllabus will outline exactly what will be covered and, in all likelihood, your DD will have been given this.

The school will likely say, given your daughter is 16, that she should be involved in this meeting. And I suspect that when you start saying that you want to know what will be covered, they will look at your daughter and say… off you go, tell your mum. Because you have the syllabus.

I sound harsh op, and I suppose I am being.
but it strikes me that you want your daughter to stay on education beyond 16 no matter what she gets in the exams or how little effort she puts in simply because she’s had a tumultuous few years due to covid.

it doesn’t wash op. Many teens have had a similar experience

your daughter seems to have serious mental health problems. You need to focus on that.

OP my foster son went to a special secondary school. They closed down for Covid. No online learning, only a few work sheets sent home for whole week. No catching up organised. When he arrived at beginning of Year 10 he already had passed Entry Level 3 in Maths. First term in new school they made him study Entry Level 2 work in Maths, rest of Year 10 Entry Level 3 work. We sent school his exam results, spoke to Maths teacher and Headteacher but they would not differentiate work in Maths. In Year 13 he was made to study Functional Skills 1 despite his home tutor having covered a lot of GCSE work with him. He ended up getting GCSE level 3 as Nd he has moved on to college. He has been at college for 2 weeks and loves it. He said teachers gave all children Assessment 1 to see what they know and don't know and based on results have drawn up individual plans of work looking at different topics each child will need to study. So all children struggling with for example Venn Diagrams would do work on that whilst others struggling with Fractions would work on those. He came home on Friday quite upset he can't go in on Monday because he told me everyday he is learning new things and he loves it. Find your child a good college. Get him out of that awful school.

“I'm told it's too late to put them forward to sit exams with special consideration like a stop clock if needed.“

I am no expert and relying on Google! But last year Pearson deadline was 1st Nov, so I would challenge that. I don’t doubt there’s background work needed for evidence so it may not be easy - but I think it’s worth challenging thar with school.

As you said that you are not working at the moment, my suggestion would be to become proactive.

Find out which exam boards the school is using for each subject.
Go onto the exam boards website and read the guidance notes, ensuring you understand the criteria.
Look online for resources, such as Mr bruff for English.

Organise a proper revision timetable for her. One that works around meals, activities, hobbies and incorporates free time so that it works for her.

Break each section into 15 minute slots so that she knows she can change after that time. It doesn't feel so bad then.

Go through her subjects with her, one topic at a time. Break each topic into its sections and have her colour it:
Green- she knows it
Yellow/orange- not as confident
Red- hasn't got a clue.

The first sections into the timetable are the red ones, as she learns them she can go orange then green.

Start now, be positive, she has plenty of time. Sit with her to plan each week's sections until she gets into the rhythm, and through the more difficult sections. Provide snacks and drinks, be supportive. Make sure she has everything she needs, flash cards, scrap paper, access to resources.

Get her to ask her teachers specifically about bits she doesn't understand.

A point to mention here is that if she’s at a low level in Maths, she won’t be expected to know the whole syllabus.

Is she being put in for Foundation level (where she can be graded 1 to 5)? If so, no point her practising the whole Higher syllabus; she needs to learn enough to get a 4 or 5 on the Foundation paper.

She does need to stop blaming the world and do some work, though. I agree with you that many of this cohort seem like much younger teens in maturity.