Schools responsibility to more able children

[Rainyrunway]

I have twin DC aged 8. Both are working above the expected level across the board academically according to their teachers. What can I reasonably expect the school to do to accommodate this?
1 isn't too bothered, but the other absolutely hates school because they find it boring. Says the work is constantly repeated and they spend ages going over the same stuff.
This is absolutely not meant as a stealth brag, but I just want them to get back to enjoying school, without a fight for them to go in every day.
I always explain to DC that just because they find maths (for example) easy that doesn't mean everyone else does. In the same way as some kids are amazing at gymnastics while my DC can barely to a forward roll. They do understand this and don't show off as far as I can tell.
But I want them to enjoy school. I want to have a chat with the teacher but I don't want to be unreasonable, as I know she has a lot to deal with and kids with much bigger problems. So how can I address it? I know the school have additional work that can be done at home but this doesn't solve the issue really. It's while they're in the classroom that they're not being challenged at all.
I'm worried that not only are they not fulfilling their potential (either child) at least one is likely to completely switch off if the problem isn't addressed as they no longer enjoy going in at all. We have had school refusals and tummy aches and the like, and I think it's all related.

It's important to do more at home. Schools can't do everything, your kids can do loads of extra learning at home (if they're motivated to). There's so many ways of learning these days using the internet etc, endless stuff, if your kids need more you can help them.

Agreed.

My autistic DC is on the SEN register and receives interventions relating to social skills and communication but is also working at an advanced level for maths and science. They are also a free reader (completed the school reading scheme) and STEM ambassador. They're 9.

SEN has no reflection whatsoever on intelligence.

Yes both of mine have been "free readers" for a while. I don't know whether that's normal or not though for their age.

Reciprocal Reading is the current fad in our area. Every child is supposed to get three sessions a week of it because we can apparently magic up an additional twenty minutes whenever we need.

I raised something similar for my reception child. He has excelled at reading and is well ahead of his peers in this. But he is soooo bored with the books they send home. They are way too easy for him so we have just had to resort to not reading them as he just doesn’t want to. I asked the teacher if he could have more advanced books and she said they all just have to learn at the same pace, they won’t move anyone forward as that’s ‘not how it’s done anymore’. But why discourage kids by letting them get bored instead of encouraging the things they love and excel at. I would raise it if I were you but I’d be surprised if any meaningful change occurs.

Ok so "giftedness" isn't categorised as SEN in the UK. I'm not sure that should mean that we just don't worry about those kids needs though.

I don't think anyone has said we shouldn't worry about the needs of more able children.

It's really sad! I've got a very bright 10 year old. He could read before he started school. His ability to do maths calculations quickly in his head is amazing. He is always asking questions and interested in new things. He loves science etc.

But school has put him right off learning because he finds it soooo dull. He complains that they go over the same things year after year when he got it the first time.

His teachers try their best and several have tried to give him extra tasks where able but they are limited and I totally get that. He spends a lot of time reading whilst waiting for his classmates to complete work.

Unfortunately the education system has been underfunded for years and those that don't fit in the general box get neglected, whether it be those with SEN or those who are highly capable.

Not that this is much help but when I was in this situation I was moved to a private school as fortunately a place came up half way through year 5. Until then my parents had been looking into tutors for me.

If it was me, I'd be speaking to the teacher about what they suggest. Do they tier the classes so those above and below expected can have a more tailored experience?

Can they sit with the class above for certain topics?

Can you afford to send them to private? Have you looked into scholarships based on academic ability?

Sadly though, mainstream schooling can't provide every pupil with the best experience. It just can't. I guess one saving grace for you is that your children don't seem to have any additional needs. It's very hard to accept how generic schooling is when your child is struggling and the support is minimal.

DS (9, year 4) is very bored in maths as he gets maths concepts very quickly and finds the whole thing repetitive as he isn't allowed to skip ahead. Usually he does the hardest option, then the extension task, then 'helps' other children. However, while he pretty much always gets the right answer there is an ongoing argument with him about writing out his working and method, because over time things will get more complex and he will need to show working. Racing ahead and immediately knowing all the right answers isn't always helpful long term.

I would talk to the teacher and explain your concerns (focusing on the positives you've already listed) and see what they say. The curriculum is very clear in terms of not moving children onto work from other year groups, etc, as others have said. The teacher may have other ideas once you've raised your concerns as they may not be aware of the issue in the same way that you are.

Predominantly though, understanding the perspective of the teacher may well help you to approach your DC and tackle their attitude from home. I'm not saying your DC have a bad attitude but you don't have the full context. I've taught 'bright' children who do not see the value of challenging work that they are set. Under the current curriculum, this view often stems from the fact that it is on the same topic so it feels repetitive when in actual fact it is rich in complexity.

If you understand what the teacher and school are trying to achieve with their higher attaining students, you (alongside the teacher) may well be able to support your DC to improve their approach to learning, which will benefit them now and in the long run. They will potentially become less bored by valuing different challenges more, if that makes sense?

Having said all of that, at a more basic level I do agree with the pp who said boredom is part of life and learning to deal with it is a life skill! I actually think we do our children a disservice building them up to expect everything in life to be thrilling.

Teachers shouldn’t really be creating multiple different tasks for different abilities anymore (this puts a ceiling on the achievement of some), but agree that there should be challenges to move on to. It should be high expectations for all with scaffolds for those who need to enable all to reach the standard of expectation, with challenge to push further for those who can. For those who really need something different because they really can’t access it yet, then they should be planned for separately.

Research from EEF shows that streaming and setting primary age children has no positive impact on the majority and actually negative impact in some cases.

@Isitthathardtobekind I completely agree with what you have said, and that is exactly how I plan. However, I'm aware that some schools do do differentiated/assigned learning to death and wasn't sure which camp the OP's school fell into.

Ideally, it would be as you suggested.

Racing ahead isn’t always the answer. When I was the Gifted and Talented coordinator we looked at ways to add breadth to the curriculum. We tried to find ways using alternative equipment, often IT, which the children in those days found to be a novelty, so a reward for their hard work. The problem was foreseeing where the pupil’s interest took them, let alone having that in your lesson plan. Thinking on the hoof very often. Helping others is a good way for able students to process their learning but not every day.
Peer support has been around for ever, but is not universally favoured by parents, It was my job to help Eric with reading seventy years ago.

Normal by key stage 2 and very possible during year 2. I would expect guidance around this though so that it’s not completely ‘free’ as it’s important that children have access to books at that age with appropriate themes- especially in years 2 and 3.

Contact your mp. Support teacher strikes. Use your vote. Sign the petition to overhaul ofsted.

Unfortunately primary schools are heavily judged on what they are doing for their lowest 20%. What they are doing to support those struggling, to catch up from covid, to put intervention in place for the lowest 20%.

Lots of the helpful suggestions listed above would have a school absolutely lambasted by ofsted. Differentiation is now not the done thing, it's mastery. "Chilli challenges, mild med spicy etc" are absolutely slated by ofsted. Setting by ability will have them come down on you like a tonne of bricks.

They/the gvmt belief is that all children should be exposed to the same content and progress through at the same rate. Higher ability should be challenged by applying their learning in different contexts, by being able to explain their thinking, by making links across their learning etc. Which often the children don't perceive as "harder work".
But the reality with chronic underfunding, nowhere near enough adults in classrooms, less specialist teachers and more Ta/HLTA cover, bigger class sizes, less SEN funding so more high needs children in main stream classrooms with no support etc all means that the bright, capable, well behaved ones are never going to get the time and attention and push that they deserve. Teachers are well aware of this being a problem, just absolute helpless to do anything about it.

@IamAlso4eels

Just looked at Reciprocal Reading, omg, where to start. You have my sympathies with your job, you all need a medal for going in every day.

This is spot on regarding differentiation/ofsted focus on lowest 20%/overhaul of ofsted needed/chronic underfunding/the need to support teachers as they see what is wrong with the system and are trying to do something about it through strike action (definitely not just about pay as the media will have us all believe).

Agree with @hettiethehare - we did all the Covid work, mine weren’t behind when they went back but the last couple of years has been spent catching up those who missed out. Mine are bored, not helped by being older children in their year groups. We got a tutor for extension activities and are moving schools this time round. One off to secondary so that helps. State schools should cater for everyone but in reality they cater to a low-set middle bar. If you’re beyond that already, you’ll never be able to fulfill your true potential.

I agree with this.

One of our Year 2 teachers started off the year with a class of 25-it was a great little class and it was possible to rotate herself around everyone throughout the week. The more able could be supported to move on, as much as the less able. In the last half term, she has had 7 new arrivals (and yes, this takes her over the allotted number, but we were directed to) and she is being pulled in too many directions. All 7 new children are working at the level of her existing SEN/lower attainer group, so this group is now two groups of 6. 4 of the new starters had virtually no English and the other 3 have SEN. No EHCPs, so there is no additional funding and the class has no TA. She simply cannot support those more able children the way she wants to or the way she used to. This is not her fault.

Most schools I know are drowning in SEN children who cannot get a diagnosis/specialist place, especially at EYFS/KS1 level. Unfortunately, that means that except for phonics/spelling and grammar, they just have to be a bit bored.

I tailor my lessons for higher ability children, but there are nearly 40% of the class below age related expectations, a gifted child will have to be bored a bit during the actual lessons but stretched in actual work.

It's possible to have both.

The trouble is, a G&T child with, say, ADHD or Autism, has all the time in the world to think of ways to entertain themselves once they've done all the work, got fed up with helping everybody else, read three chapters ahead, done the end of unit test that's planned for July, drawn cartoons all over their exercise book and there's still over an hour to playtime.

It’s really quite depressing to think that we cater to the lowest common denominator. Why not cater high, pull up standards and make parents accountable? I’d be mortified if mine had such basic skills as some in their classes - not able to use scissors or tie shoelaces or have a basic understanding of so many things by the end of primary (SEND not included in this statement, obviously). If teachers had a decent canvas to work with in the first place, maybe standards could increase. So many parents leave everything to school, when they need to educate their children themselves for a great part of life.

I'm going to assume, here, that your kids' school are ok with kids quietly getting on with other stuff once they've done their work.

If so. A) teach them chess. Usborne chess and Batsford book of chess for children are a good start. Then - ta da! - the whole world of chess puzzles and old chess matches opens up. Hours and hours and hours - a lifetime's worth, literally - of mathy fun.

B) puzzles, puzzles, puzzles. Print stuff off the nrich website, or Usborne (again) have a ton of good puzzle or activity books. Going sideways again, their Maps activity book is terrific for mathy kids. Nothing wrong with sudoku either.