CALLING ANY RECEPTION TEACHERS CAN YOU GIVE ME AN IDEA OF........

[TwinklingTinselAndTenaLady]

the pattern of an average day in your class room. Its just my ds is in a small class of 15 with at most times a full time teacher and assistant plus a student teacher and a mum to help read two days a week.

I cant get my head round what exactly all these staff do in the day. Its just that nobody seems to want to recognise that my ds reading, maths and French language is beyond what they are doing. There are days when he hasnt read at all which I dont worry about for him but for the other kids who are not up to speed this cant be good?

What is the day in the life of the average reception teacher just to help me understand why there is no time to spend time with a child that needs a little more stimulation?

praps arrange a voluntary day in the classroom so you actually witness what gets taught yourself. your ds might be telling you different from what hes actually doing, i mean do you actually know that he hasnt read because hes told you or the teacher

I teach year 1 and I only have 18 and there is no way I can hear them read every day...,I also want to teach them...I sit and work with them helping them with writing and maths.

Maybe the teacher is extending your child in other ways...of course the whole class teaching will be aimed at the middle of the class but I am sure she is able to strech him if he needs it. Why not ask her where he is in the class (you might be suprised) and if he is at the top how she is ensuring he is making progress.

Well they enter it in a book for reading, so when there is no entry and the book hasnt been changed it means it didnt happen.

I managed to get a peek for 1 hour whilst kids were reading but it seemed like chaos to me. Assembly in the class room with year 1 pupils whilst the reception were reading with the assistant and helper not ideal for their concentration or instruction surely.

Just wondered if it was like this or more structured in other schools.

oh i see, so you know for definite really then,apologies then.

have you thought about booking an appointment to have a chat with the teacher?

cazzybabs, had the parents evening a few weeks ago and she knows he excels in French but complains about taking him out of the existing basic class in her classroom as she doesnt have anyone to do something with him! Poor sod who is more year 4 standard has to sit through very basic baby French and then is ushered immediately afterwards into y2 French class for a further 60 mins, this cant be right can it?

Teach says he is great with maths and excellent with his reading skills, he breaks down letters to get his words that he doesnt know.

I am concerned he is being left behind. Dont get me wrong I dont want him pushed but I can see him getting disruptive because of boredom (this happened in the nursery when he wasnt stretched enough).

7swans, cross post but answer as to CB

For example he is reading Oxford L Tree stage 1 and 2 but has been on stage 5 at home since nursery! I have told her this but still no change.

hes quite a bright spark then sorry no suggestions here praps someone will come on soon that can advise you better

Thanks 7swans

I have the same with ds3, also in reception - although he doesn't know any French!

When he started in September he was about level 4 ORT. The teacher put him on level 1/2. When I pointed out what ds was reading at home she said they liked the children to understand context, learn to pick up clues from pictures, understand what they were reading. I had to bite my tongue at this point as he understands what he is reading perfectly well and using pictures to give him clues is not actually much help in learning to read.

However, after a few weeks of this she put him on to level 4. In the meantime, in order to keep him stimulated I'd bought some ORT off e-bay. He's now roughly on level 7. So I now feel I have to go to her again otherwise he'll be ploughing his way through endless level 4 books.

At pre-school I was told his maths was stronger than his English but I have no idea what they are being taught in maths and whether there is any differentiation.

I'm concerned that he'll be left to idle while she concentrates on the children with more pressing needs - really don't know how to address this.

glad youve got someone in the same circumstances to chat too now tenalady

I think the thing to remember is that school - especially reception- is about far more than reading, writing and maths. The children have to learn the whole social side and expectations of school- which even if they've been in nursery is still a jump. An awful lot of time at any school is spent queuing up for example, add in things like getting changed for PE etc and you'll find the time flies.

At ds2's school they seem to let the children go at their own pace. I'm not sure whether all children started on the same level or not, but the teacher hears the children read twice a week (10 in the class, 15 from January). They seem to be spreading out according to ability. IN maths too they do some group work, but have their own maths books they work through at their own pace. They've also introduced a (laid back) spelling test of 5 words each week (writing of course being quite different from reading)- the aim being that all the core words (is it 45? I forget) will be covered in the spelling tests by the end of reception. From year 1 each child gets their own spelling tests, so it differentiates according to ability.

tenalady
wjhy dont YOU het off your arse and go inand find out

th e theracher teaaches ( no poitn a tehcer heasrign readin imfo)
the assitant prepares and supports other kids

the student teacher is learning how to teach not hear reading all day

the mum hear sreading

do you not have books at your hosue?

For some reason our school doesn't seem to have mums listening to reading any more - something to do with "pupil confidentiality" I believe. Having said that the teacher and the assistant do seem to hear ds about 3 times a week which is fine by me. My concern, and I'm sure tenalady's too,is that he will get bored and then badly behaved.

jimjams - your ds2's school sounds much more structured than mine - spelling tests, maths workbooks. My ds2 has only just started getting spelling tests in year 2.

Foundation stage is much more about learning through play. It may appear that children are "just" playing but it will have been carefully planned. In an ideal world teachers would love to hear every child read everyday but I find if I do that no child get quality reading time. Ask about the class policy on changing books. I encourage children to change books when they want to. In a week language communication and literacy (used to be called English!!!) and Mathematical development are covered everyday (not for long), personel, social and emotional development, knowledge and understanding of the world, and physical development oh and creative development. Autumn term tends to focus alot on the scoial and emotional side the curriculum. Autumn term is also when we assess the children, so they probably have a good idea of where your DS is but are allowing the children to settle into school. Ask the teacher to share DS foundation stage profile you'll get a good idea of where they've assessed him as being. Maths and English involve alot of different aspects. Mmm just read about you going to parents evening, ask to speak to the schools Able Child Coordinator so you can review the support he's recieving.

I know it's not directly related to your post but can I just add using pictures for clues is a vital strategy in teaching children to read.

Most schools are open to parents spending time in the classroom. I worked in a school where we didn't allow parents to read because they gossiped about children and some parents aren't suitable for listening to children's reading.

Lots of free play type stuff as well though (wouldn;t have chosen the school without that), and extra activities- people coming into talk to the children etc. I suppose the ethos of the school is working with each child as an individual. The spelling tests are very laid back- I'd be a bit concerned if they weren't in reception tbh- more of a have a go really.

Thanks for that cod, I did get off me tush as I mentioned in my previous posts. Robinia it is quite frustrating isnt it but it looks as if Loopybear knows the system. I will need to have another chat with teacher approach it from that angle. Thanks all.

My son has only read to his teacher twice since Sept and I am a bit disappointed and surprised it is so few.

loopybear - you say using pictures for clues is a vital strategy in teaching children to read, but hasn't this now been discredited by the Rose report which separates decoding and comprehension?

Decoding is taught by phonics, breaking the words doen into their sounds, and initially most words will be well within a childs spoken vocabulary so understanding will be little problem.

Pictures are little help when there are none, as in most of the books my 5 year old reads.

What book does yr 5yr old read? no pictures!!!
Loopybear got it in 1, learning through play, there is alot more to the FS curriculum than reading. Number work they probably do in the sand, water, role play, outdoor play, construction. Is yr child at private school - French!!
teacher and teaching assistant probably take groups for focus activity or art and craft table or is outside supervising outdoor play. Student probably chats to children and takes a few for another focus activity. Don't forget there will always be someone who has wet themselves, fallen over, fallen out with their friend, needs encouraging to share with friend....... TA maybe doing display work. Trust me u can never have too many hands in a reception class there is always something to keep every1 busy. I am sure they r not sat with their feet up having cups of tea and biscuits all day!!!

Oh and they will read big book nearly everyday during their literacy session or during topic. This will not be written in planners.

Agree with Christmasiscoming about pictures - completely useless in teaching a child how to read words. Not a great fan of "learning through play" either. Yes, of course, they can learn a lot through play, but some children need more structure than that, more direction, more teaching. My ds3 is one of those children. He wants more homework, he's asking if he can learn his times tables now, always wants to do number bond "tests", will read to me till the cows come home, he likes nothing better than learning. Yes, of course, I don't want his social skills neglected, but I do want him stimulated and achieving his potential.