To be fed up with an education system that ignores bright but quiet kids.

[ButterMints]

DD9 came home last night upset because once again her efforts in class had been ignored.

The teacher in the class had awarded class points to kids who had "worked hard in maths".

DD had got every question correct but didn't get a point. Points were awarded to children who didn't get 100%.

This seems to be a pattern with both my kids, where they are consistently ignored in favour of loud but less successful children.

My older child left primary school last year frustrated and disillusioned with school, having spent much of the time in class reading whilst others caught up with the work that they had already completed. And in their words, "I get 100% on my practice SATS papers every time and get nothing, but the kids who go from 50% to 60% get all the rewards."

I get it, I really do. Teachers have finite resources. But as a parent it's incredibly frustrating to once again find myself reassuring my child that their efforts do not go unnoticed.

It's a sad reflection of an education that is letting children down across the board. Schools desperately need more funding so that ALL children can reach their full potential.

You can make this exact same argument the other way - education is set up to take kids to a certain functional level. So there is no reason to spend on kids that can't reach that level, taking resources from those who could meet or exceed that standard and contribute most productively to society

You do realise that many kids that struggle at school can still contribute successfully to society?! In the same way that kids that achieve the grades can still end up not contributing as successful as you assume…

All kids have different abilities and it’s a teachers role to make sure they’re all included and catered for. If people aren’t happy with that then they are free to go off and pay

Maybe you need to find another school.
If the current schools average level is such that even the challenging tasks are too easy for your child, it could be difficult for the school to tailor things to very different ability levels.

My DS school uses an online system called sparks which allows for doing additional home work tailored to the student level. Meaning that even top set students will be faced with challenging material if they go the extra mile and do the additional homework. I understand that teachers will recognize that additional effort in class.

You could always ask explicitly to the school if they would consider giving your child additional homework AND recognize their efforts if they do it.

If they can't help with that and moving school is not an option, you could do DIY.
Brilliant.org and similar sites have challenging materials, for STEM, and a points/certificates system. Coursera and futurelearn have certificates.
If your child enjoys that kind of challenge, you could celebrate every new unit or certificate they achieve. It is not the same as having the school recognizing it, but maybe sufficient to keep you child motivated and happy.

Relatively to the problem of being too quiet, I can sympathise.
Our DS is just like that. He does well but teachers always commented that he could participate more, ask more questions. He is just uncomfortable with the attention.
A few years ago he qualified for a bafta with a game he programmed. And he was adamant that the school should know nothing of it. Which I respected. Its work and effort, his choice.
However, now that he is applying for A levels, I told him he should put that and other things in his applications.
Schools, universities and employers are not going to dig out proof of hidden talents from people who hide them.
So it is up to the kids to learn that there is a difference between bragging, shameless self promoting or simply highlighting their own skills when needed, even if that means attracting some attention.

That's quite true.
Once I was called with another student in front of the class because in an essay we had both hinted that we were called the same unspeakable things home.
I was the quiet and friendly one, I hid in books to escape abuse, so I did well in school. He was a bully preying on the weak, which did not boost his academic performance quite as much; we reacted differently.
When the teacher asked us why we were treated like that, I could only reply "because that's true, that's what I am". To which the other student nodded, frantically approving, he too was abused because that's what he deserved.
We were not different in thinking that of ourselves, but we reacted differently.

It was all pretty embarrassing, but, with hindsight, the bullies started mistreating me less after that. They did not think anymore that I had a perfect life I guess.

What I learned in general is that parents who think that their kids are not listening, that their kids are not affected, that for some reason easily given hate and abuse is easily forgotten, should be revoked parental licence.

My DCs primary school newsletter was full of celebrations relating to sport and dance prowess. The children who represented the school in sports were praised repeatedly. The children who represented the school in academic events were not mentioned. In a community where education is not valued, academic skills were totally overlooked. All teaching and resources were focused on getting children who were borderline SATs passes over the threshold of a pass. If a child was a secure pass, they were left to get on alone.

Yeah, right...
Or maybe her daughter should be given more challenging tasks so she needs to work harder too.
So that all children, independently from their abilities, develop into people who know that they can get better through working hard.

Some people see the aim of education as getting everybody to the same level of proficiency.
But that's not right.
That damages children by having some fail while other coast along, which is very damaging as well, and might prevent them from getting as good as they can be.
It also destroys their self confidence.

There are too many children in a class in the state school system so the teacher can't cater for everyone - especially given the very onerous admin requirements placed upon them by OFTSED rules.

What I've found is that different schools excel in different things, and it's about finding a school that fits what your child needs.

Some schools are excellent with SEN and with supporting pastoral needs. Children here can thrive even though they may have been excluded from previous schools. Very able children may feel bored in these schools as they're not being stretched or challenged sufficiently.

Some schools are absolutely brilliant in coaching top-performing children. Their focus is on stretching the most able children and there's a heavy academic push. SEN/less able children really struggle in these schools.

Other schools are amazing for vocational stuff, like music or sports. Even at primary school level, although admittedly more common at secondary.

I was a school governor for 5+ years. Teachers honestly have an impossible job. Unless you're in a large primary where the classes are separated by ability sets (very rare) all the teacher can do is accommodate the most pressing needs and do their best with the rest. It's a very different case in private schools and not because the teachers are better - it's that they have smaller classes and can actually do the kind of teaching that suits each individual child (SIL is a primary teacher in private school).

I would also argue that in many cases it's not the bright, quiet children who are pushed to one side in the big classes in state schools - it's the quiet children of any ability. Teaching unfortunately is so often about fire-fighting and the quiet children inadvertently are often overlooked, or given less attention that they deserve.

If your child isn't achieving what you think is important, then do you research on the other local schools. There will absolutely be alternatives where more able children thrive - it's a pain but if you feel this is an issue, then you need to change schools. We did this in Y1 btw, so I know what a pain it is!

It’s nothing to do with funding. Praise and ‘points’ cost nothing. Your kid is easy for the teacher so they don’t need need to motivate them to change their behaviour so they don’t bother. Some teachers make an effort to encourage all the children in their care some don’t.

@TempestTost

But I am not convinced that is the goal actually, as I understand it it is to help all kids reach their academic potential. Not only for their own good, but for the good of society.

I agree that this should be the goal but I don’t think it is. I don’t think our government (current or previous) care about getting all kids to reach their potential. They want all children to be able to surpass a certain binary threshold, and that means focusing on the ones who are struggling.

The education absolutely should be set up to better support all children to reach their potential but that isn’t going to happen which it is so horrifically underfunded.

Absolutely true

Are you saying another child always got the prize? But why did it matter?

Because of the lack of praise (not just this one prize) for his academic success he withdrew into himself, hid his ability and mentally this affected him badly. He is now at a school where academic ability is valued as much as sport, drama and music are and he is thriving. Those at the top end academically desperately need to see that they are valued which he was not.

The not-so-humble bragging in this thread is very strong.

You guys with your exceptionally gifted children, just stop to think why other kids need the encouragement more.

If your child is amazing as you think they are, I'm sure they get enough praise from you, and I'm sure you let them know how incompetent their teachers are.

All children should receive encouragement.

This is nothing to do with the supposed incompetence of teachers. I have never said this at all. It is a known fact that the top 5% and bottom 5% are not catered for adequately in schools. This is about a system which is failing to provide a good education for all.

And if you think I am bragging then think again. 7 years of hell and a mental breakdown because of the system is nothing to brag about. Your attitude is exactly why I did not tell any of my friends what I and my son were going through and still have not Because to you gifted is perfect. Try living it because you will find it is not.

If your child is amazing as you think they are, I'm sure they get enough praise from you, and I'm sure you let them know how incompetent their teachers are

No one is bragging, and no one is denigrating teachers. I used to be one, still volunteer in class and as a governor, and have nothing but respect for the work that they do.

But our academically able children are not being challenged or inspired at school, and a considerable amount of potential is being lost. We need to support those who have more barriers to learning, of course we do, but equally we supposedly live in a knowledge-based economy, and our society urgently needs clever people who can become the engineers, medics, climate scientists, thinkers and leaders of the future. We are in danger of losing a lot of those at the moment, I believe, with our tendency towards anti-intellectualism and our refusal to acknowledge and encourage the high achievers.

My own DD will probably be fine, with her two educated, professional parents. But I have always felt particularly passionately about high attaining children from lower socioeconomic backgrounds, who may not need the support they need at home. At the moment they're generally not getting the support they need at school either, and I worry about the implications for social mobility in this country.

The thread is about academically able kids being ignored at school so its perfectly reasonable to assume that parents with kids like that will be discussing it on here.
No humble bragging that I can see

This is everything that is wrong with the system. Kids are kids, with the exact same emotional needs regardless of academic ability or behavioural challenges. Being taken for granted is soul-destroying.

For me personally it has been damaging to not have my ability recognised or acknowledge even slightly in fact my primary school were in complete denial just because I was quiet.
My parents praised me and I did know I was capable but having my year 4 teacher tell my parents to stop doing my homework for me when I was doing it myself was a kick in the guts. In year 6 I got one of the top sats grades in the class but had spent the year on the second from bottom table. I worked hard for those results and it hurts so much when in my end of year report it said "I fluked" the results. Time and time again the school were completely incredulous whenever I did well it does dint your confidence and belief in yourself no matter how encouraging your homelife is.

I experienced it again during my PhD when my supervisor accused me of copying my post docs work when I had done it by myself. I apologise profusely (very unlike him!)

*he apologised profusely

Yeah I'm young so what? Means I'm more placed to speak about what's going on in schools than you as I only left secondary 7 years ago.

And yeah they definitely do heap attention and praise on the class little shit when he/she only punches one teacher a week instead of his usual three. My son is in primary school and even he's noticing this already

I'll let you off because it's been so long since you went to school you're completely out of touch either that or your kid is the one throwing chairs around the class.

What is unacademic about music and drama? Afaik these are both highly academic when done as they should be.

I can assure you music is very academic, it's not just about playing in instrument. In GCSE my son studied composition, listening and appraising. Develope and understand in-depth knowlege of musical elements musical context and musical language and music theory He needed to understand most instruments not just the ones he plays and he studied Beethoven and modern music, his schools specialised in Paul Simon. He also had to learn to read music, and it helps alot if you are in the top set on maths, believe or not maths is beneficial in music. Music is very academic, it's not just about putting singing in thevschool play. He also needed to compose several pieces and do solo and group performances.

Exactly, and why virtually removing music (and art and drama) from the core of state schools' curricula is appalling. A good education includes these, along with languages (Latin is a good one). These are not 'extras' or 'enrichments' to be bolted on, they are utterly necessary.

The point of the OP is that it doesnt recognise all abilities though.
It ignores the naturally bright.
My kids fell in to this category and were always overlooked for awards, house points, etc.
They could never understand why they or their work was never acknowledged by the teacher like their lesser well behaved class mates or those getting lower marks were.

I think there are two issues. The first they are not being stretched at school. Sprak to the teacher ask if they can help with this. Maybe do some Bbc bitesize at home or look uo things they are doing in class.

Not feeling rewarded cam you do a scheme at home keep a track of number of books they read every 5 they get a reward. Same for good marks at home.