To expect my year 6 child to be taught until the end of term

[fartfacenotfatface]

DC3 is in year 6. With the exception of a couple of days a few weeks ago when Ofsted were in, they have done precisely no academic work since half term (and actually probably a bit before that, once SATs had finished).
Literally every day has revolved around practicing for the end of year production and / or going outside to play (unstructured) sport (although they had a residential trip a couple of weeks ago).
DC is not really into drama so has a very minor part in the school play (I'm fine with this but I am not fine with them having to sit quietly in the hall for the vast majority of each day watching the key performers practice their parts all day everyday with nothing else to do).
They are completely and utterly bored. Is this normal for year 6 children once the SATs are out the way? My elder DC didn't do SATs (DC1 was not at state school in England and DC2 was in a covid year) and so were taught until almost the last week of term.
I am tempted to take DC out to be honest. Their behaviour is getting bad as they're so frustrated at doing nothing all day everyday.

You are entirely right. The bean-counting bureaucrats rule the world of education.

Sadly some parents cannot see this and press for even more beans.

Haha, the wind up merchant:
It's exhausting:
SATS
writing moderation- approx 1/4 schools (we had it after SATs this year
transition
Y6 residential
Y6 production
Behaviour- can get tricky after SATs
And then dealing with crazy people who think we're lazy

And of course report writing like everyone else.

Spot on!

I didn't mention sport, drama and music. Some of the 'fun stuff' my child has participated in during the last month was a science event- she was showing people how to use a potato as a battery.

Exactly. And reports in the press today about primary pupils' progess stalling post pandemic, many arriving in Year 7 barely able to write a sentence, not SN, or ND, or anything...many weeks wasted

My DS is in year 6 and listening to what other schools have done since SATS, his bog standard state school seems to have been incredible. In the past 4 weeks he's had a STEM day, Greek workshop, transition day, fashion show where they had to speak in French, Bikeability up to level 3, PSHE, sports day, music lessons, residential, seaside trip, buddying reception children as well as the usual practise for the leavers show.

He may not have sat and done Maths and English in the usual way, but he's learnt a hell of a lot.

It's much the same for my dd and I am v. happy for her. She isn't a traditional academic and put in a lot of extra hours (provided thought the school, but early starts & late finishes) in order to do some catching up for SATs. Which paid off, but it was a lot. She was absolutely burnt out by the end of it.
They had a residential last week and they are definitely cruising through this last couple of weeks, lots of fun activities, performances, etc.
Personally, I have no problem with this. From experience this is the last time that they will get this, it doesn't happen (to such a degree) in secondary school.
I am also greatful that the schools don't reach their SATs objective and decide that year 6 may as well finish for summer at the start of June....I for one couldn't afford the childcare!

Would you still get fined for taking your child on holiday during this time, given the main reason for doing it is that they've worked hard and need to do something fun for 8 weeks away from structured learning.

Tbf. I jumped the gun and missed that the OPs son was just sitting watching rehearsals all day... That is pretty miserable in comparison

I would be ecstatic with this.

even some reading/spelling type challenge with younger kids.

My son tried very hard to get a good part and he’s ended up with 3 lines. This is because he spent weeks after school at Drama Club. I can only imagine that the other year 6 have even smaller parts?

In the meantime, larger parts have been given to year 5 who get another chance next year (in the past they have split the classes so that it was just a year 6 production - or year 5 have just joined in with the singing) they are trying to shoehorn 90 kids onto the stage.

my son has been spending all day sitting watching others do the play and he is not even allowed to read.

no wonder behaviour is bad!!

as others say - it’s not the ‘fun stuff’ that’s the problem. I am in absolute agreement that forcing the kids through SATs paper after SATs paper is not the way to go about Primary Education - but sitting watching a few kids stand on a stage, who you have been watching in every assembly and performance for years, is not fun or educational.

You either need to tell the teacher your child is bored and want them to have a book or something for part of the day, accept it.

In your shoes I'd probably try and book a few long weekends or a weeks holiday. If you are below the absence threshold it wont be a problem and it will break it up a bit.

Yes we would unfortunately.

Hi think you need to define what education is and put it in perspective as this period now is a vey small part of the whole and dont transfer your perceptions onto your child. This time will not adversly impact on your childs 'education'.

I feel you.We are in NI and DD is in p6 they were doing a school show she had a small part but all of the kids doing it were out every day all day doing rehearsals. She eventually said mummy I don't want to be in that show I'm worried about missing stuff I want to be in class so I took her out of the show. Now she loves drama just got distinction in her grade 4 but she was mature enough to see what a waste of time it was....We have a different system here she'll do a transfer test in p7 ...so p6 is mostly preparing for that. I was like why are they not in class working it's so important!

Well at first I thought you were being unreasonable because my child did no learning at all from his SATs till the end of the year , but he loved it and was busy and engaged in the end of year play , they also had quite a few trips and he’s very sporty so busy outside too. Now reading your explanation I don’t think you are being unreasonable at all- Yh if you could pull your daughter out even just the odd day then I probably would do- also because if my child was bored he would definitely be naughty 🤦🏼‍♀️

My DS finished year 6 in 2021 so very few end of primary activities- not even Bikeability to my annoyance!

But he did very extensive research into Dr Who using the internet, printing out pictures and creating a huge poster which is still on his bedroom wall.

Other DS finished a few years before and was not interested in the school production which was a collection of sketches, dance performances, songs etc. So he produced a booklet on a period of history he was interested in instead and briefly talked about it at the show.

Same at my son's school. DS is Y6 and hasn't had proper lessons since half term. They had PGL trip for a week, art, performance and sport mainly.

Horribly patronising response to the OP's post, making huge assumptions about her, her child and 8 weeks of boredom in school not impacting his education. She has said numerous times that she wishes there could be some useful, engaging, fun activities for her child other than sitting in a hall all day everyday watching others perform. I am sure she understands what the word education means and probably the etymology of the word too. This function of education certainly isn't happening for all the children like hers forced into this non-activity for weeks on end. And I'm sure her child has the maturity to see this, and has talked to mum about the level of boredom caused by this, as OP says.

Etymological Meaning of Education

'' The origin of the word ‘education’ is from the Latin root educate. ‘Educare’ means ‘to lead out or bring forth’. It implies that through organized questions knowledge, understanding and the potential of children have to be brought out. It is not the pouring in of knowledge, assuming that children are like empty vessels.''

That's a short extract from Oreilley Learning Platform: Philosophical and Sociological Principles of Education.

That's one way of defining 'education' at least.

That sounds a bit rubbish. My DD is in year 6 and since SATS they have still being doing some lessons plus the production, a school trip, arts projects, science, transition, bread making, sex education and for the next week they have some learning interspersed with various leavers assemblies and parties. My DD is enjoying it.

I’d just tell the teacher they are really bored.

Me too!

It is not unreasonable to raise the question. The fact that ‘everybody does it’ just makes the question more pertinent. A parallel situation often arises at Christmas, and it is certainly worth questioning whether more value could be got out of the last half term for children like yours.

The way that you put your question does rather suggest that you see unstructured play as a waste of time, particularly if children are given 1.5 hrs (including lunch?) instead of 1 hr. You appear to undervalue the expressive arts. If your child has zero interest in participating in drama, perhaps observing the construction of an ambitious drama project is something your DC should open their mind to, in which case perhaps they could learn something about drama from it - rather in the same way that someone who refuses to see value or engage with music might be challenged to upgrade their intelligence by watching an orchestral rehearsal.

In addition, whether your school’s approach is reasonable also depends on taking a step back and looking at what has been provided to your DC over the whole of the school year, at a staff to child ratio of 1:30 or whatever the ratio was. The end of term big production is one part of this provision, not the whole of it, and should be viewed in that context. Wanting to put together a big end of school production does not of itself seem like an unreasonable idea, and if adopted it is bound to take a lot of concentration and input from the staff.

I think expressing frustration at the sheer amount of passive time and the accompanying behavioural issues is understandable. I think if the silent majority sit there and say nothing, it becomes a self congratulatory festival for those who were involved. But if you want to promote change for those who come after you, I think it would be better to try to understand the wider value of the end of term production and to recognise that provision over the course of a child’s schooldays is not and should not be completely linear. Polite, understanding and persistent is usually more persuasive than scathing and dismissive.

Yes, my child has hated past few weeks constantly around the production had no part in the play instead being on set design which they did a bit on but wasn't much to do.

Has to sit around all day while the play was being rehearsed no other activities.

Developed four ulcers due to the noise and having to sing constantly so I've had him off the past week it's been hell.

If this thread proves anything its that you can't please everyone. Damned if we do, damned if we don't!