Will reception have a top table?

[charlize]

Can any parents or primary teachers help me with this its been nagging at me since dd started reception 2 days ago.
I have noticed that there are 3 tables each with 5 children on. Iam now paranoid because dd is sitting on the same table as a boy i know has learning difficulties. Meanwhile her 2 friends are sitting next to each other on another table and I know they are both switched on ifkwim.
DD is sitting next to a girl who turned 4 2 weeks ago so I don't imagine she will be too far ahead.

Do they stream this early? Or is the seating just random?

I was told by nursery teacher that dd is advanced but I suppose she prob says that to everyone.
DD can write her name and recognises about 15-20 words. she counts well recognises all numbers. But still writes a few letters back to front.

i think it depends on the school charlize. I wasn't aware of streaming when dd was in reception until my friend bragged to me "our children are on the top table" only for hers to be moved off a few weeks later . I suspect streaming will appear for various activities but I really wouldn't worry as I understand now the foundation stage is largely play and activity based (not like in my kids' day) and they can all stick/cut/play pretty well anyway. And also they can't all be good at everything, boys are more maths minded and girls appear better at reading so just enjoy!!! !

There wasn't in my kids school.

actually just thinking about it - I can't see the point of a "top table" certainly in infants. Does it matter who's on what table as its very likely it will all change anyway? dd's friend in reception had no reading age until half way through year 1 at which point dd had a reading age of 10.4. then in year 2 managed to get the same grades as dd in her SATS (3's) and carried on at the top with dd until they finished a few weeks ago. Surely just good progress is enough?

I know you are right ...but..My ds has always been top of the class and he could read before starting reception. It seemed to me that the clever ones in reception were still the clever ones when they all left junior school last July.
It doesn't help that the school is a v academic one and the parents v competitive. I suppose Iam as bad for even worrying about it.

Absolutely no hint of streaming at DS1s school. In fact, there was no formal seating arrangement with activities spread around the class (still the same in Y1). In fact, I would have been horrified had it been otherwise - they're still babies! Of course, I was delighted when DS1 got a glowing school report (I'm as competive as the next mum ) but that was private - I wouldn't want him thinking he was better than another child in his class who was maybe not so academic.

i used to teach in the nursery of a state primary school and you could tell those who were going to be the 'top' even tho' they weren't necessarily the best at that age.
imo there ought to be streaming from at the latest Y1...in YR there is a huge diffeence between an immature august b/day and a mature sept b/day...that's not to say you can't have it the other way round..but if they aren't streamed they can easily be put off because they are given tasks that are inappropriate. some will need tactile experiences for most of the day others would be disappointed and let down if they weren't doing some fine motor skills work eg. pencil work

having said that the groups ought to change very regulalrly as=d the children change many times over the year.
after 2 days tho' i'd be very surprised if they were streamed as the main focus ought to be settling them in, building friendships, routines, familiarity etc

DD's reception class spent a few weeks settling in then were put into groups for a few activities. The majority of the time was spent playing. The children were totally unaware that they had been 'streamed' and I don't think any of the parents were aware of which group was which - my DD is on the SN register as she has a motor skills problem and is best friends with a little girl who is probably one of the most advanced in the class as this stage, both of them have their very different needs met brilliantly. I really wouldn't worry about it at this stage.

Thanks so much everyone for the comments.
I love mumsnet I feel as if I can most on here and be called a pushy mum or whatever . On some sites i'll bet my post woyld be shot down in flames.
I suppose it is too early after 2 days for streaming but woyldn't the teacher have seen all there records from the foundation stage which would have been passed on from nursery.
I know they all have there goals tiked off etc so the teacher would already be aware who was ahead and who struggling even after two days??

OOpps!! That should read NOT be called a pushy mother!

At our school, they do "stream" them from Reception, although quite rightly, the children are unaware that this is happening.

DD2 started on Monday and they are currently settling them in - from what I remember with my other 2, the streaming starts in the next couple of weeks (performing little activities in groups/sitting with the teacher/TA and doing activities).

At the moment, the tables in the class are unnamed, and they can sit where they like, but usually after Oct. half-term, they label the place where they want each to sit so that they end up sitting with children of the same ability.

Hmmm. It's not done like that at our primary school- they are in streamed reading groups from the word go, but that doesn't relate to where they sit. The reading group is called out to work at another table when it's their turn. In fact in dd's class now (P2) I can tell that they've deliberately seated them so that they alternate the noisier more disruptive ones with the quieter hard-working ones. Maths isn't streamed until they are about 7-8, and then they go to a different class for maths, so it's pretty obvious.

my son has just moved from reception to year one. Yesterday morning, I was loooking through his class room window to wave goodbye to him when I saw a list of five groups pinned on a noticeboard in full view of the window. I suspect, knowing the pupils, that the groups are streamed so I could tell at a glance where my son was -the last one. It came as no surprise because he has a late august birthday( so only just 5) and hasn't got to grips with phonics yet. He can recognise some words, knows the alphabet, can count, so he's getting there, but I know some of his classmates are ahead. The teacher says he is developing a good attutude to learning, but needs some extra support.

I'm not upset about the streaming itself. My son's group is the smallest, so he'll probably get a bit of extra attention. I know that children at the school can and do move streams easily as they progress. I am upset, however, that everyone who looks through the window can see this list at a glance - the window is right by the main path into the school. But if I complain I feel I will come across as a pushy parent

Our (state) primary school 'streams' children from the beginning - because most children feed in from the nursery, they have a good idea of them from the start, and seat them accordingly. Even in reception they are given targeted work according to their abilities, and it obviously makes it easier all round if the children doing the same work are sat at the same table.

They do re-assess/re-arrange children at regular intervals if appropriate. In KS1 they just have one lot of streaming/table arrangements for all subjects. But in KS2 they actually have three separate groups for literacy, numeracy and science.

The children are not aware of this in reception, and for as long as possible. I have never heard any child or any member of staff refer to 'top table' or 'bottom table', but occasionally parents talk in this way

I thought the idea of reception is that every child followed a curriculum that was appropriate to them. My son's class were put into groups of 5- rabbit group, cat group etc but these weren't streamed. For reading they were given books appropriate to their level.

It would seem mad to stream at reception as some children will be ahead in reading, but behind in maths concepts. Or in my case I was ahead in reading at primary school age but my motor skills were crap so writing was always bad.

Charlise at some stage someone will be sitting next to my son who will be well and truly bottom of the class- I wouldn't imagine that its any sort of sign that thier language skills are at a pre 2 year old level. In fact when they group my son with other children they tend to use either children who are older (some year 4's are going to be doing stuff with him this term, and he has a friend in year 2 that they often put him with- his friend has no diagnosis but is kind of aspie) or children who are fairly self sufficient or socially mature, no way could they put a very "needy" child next to him- as it wouldn't be fair on that child.

Blimey Tigermoth, I wonder if they'll do the same with ds' Year 1 class!
His Reception definitely wasn't streamed. I sometimes got the distinct impression that they were so pleased to get all the little pickles sitting down at once that they could sit where they liked, for much of the day at least...

Sorry to burst everyones bubble, but i reckon most classes are divided up into ability groups - possibly not in Rec at the moment, but definately by Christmas
They are but in to groups so that the teachers can set work according to ability e.g. if some chidren know the numbers to 10, yet little "Bob" hasn'e grasped 2 yet, they obviously cannot be taught together.
In my experience, groups are done very informally so the children don't actually realise. And more often than not they will be different groups for maths and english. Assessments are ongoing, with possivly more "formal" assessments and reviews at he end of each term, when groups could be jiggled about. Also after a while kids tend to get clicky in their groups, so i used to mix them up to give them chance to get to know others.
If you are worried i would speak to the teacher.

From what I've seen during visits to ds1's school (including spending a morning with the previous reception class) the children in Reception don't spend much time sitting at tables anyway. They have discussions about topics and ideas while sitting on the carpet and then work/play all over the classroom, eg in the home corner, at the computer, on the mats etc. Different activities are set out at each table, with the children generally choosing what they want to do.

I would have thought streaming would be difficult at this age. Ds1, for example, is one of the youngest in his class. His word recognition is so good that it's possible that he is hyperlexic. He loves working with numbers and his computer skills are excellent. Otoh his sensory problems mean that he can't hold a pencil properly so he is unable to write at all. He only drew his first-ever recognisable picture this morning. Choosing which stream he should be in would be a difficult job.

My ds is just 5 so is the youngest in his class, he is is no genius, but on the other hand he does know his alphabet, most of the phonics, can recognise most number up to about 50, and with a bit of prompting can count to over 100. I try to read with him most nights and he is reading and recognising more and more words. I think I expect to much of him, perhaps this is due to dd who is approaching 3, has SN. He has had to do a certain amount of thinking for himself and is fairly independant.
In reception, his class were grouped, I didn't really know how this was selected. Now in year 1, (he started this week)he started off in one group but they now seem to be changing them around and he doesn't know what group he is in! He told me yesterday he was in "the question mark group"
I had never thought of this grouping as top & bottom, with regards to sitting next to a child with special need, I would like to think that ds, would help and encourage them just like a would want others to do for dd when the time comes.

ds ahs just started reception today and his teacher told us at the parents meeting last term that she assesses them when they first come in and then they are taught in ability groups,but that they are fluid and they will be being moved around as they progress.I'm paranoid about whether he will do well .I hate to think that he doesn't know enough or whatever.
It's awful isn't it ..all this angst about whether they are top or not.They are babies who are just starting out.We shouldn't be worrying how advanced they are but I for one , know I can't help worrying.

ds ahs just started reception today and his teacher told us at the parents meeting last term that she assesses them when they first come in and then they are taught in ability groups,but that they are fluid and they will be being moved around as they progress.I'm paranoid about whether he will do well .I hate to think that he doesn't know enough or whatever.
It's awful isn't it ..all this angst about whether they are top or not.They are babies who are just starting out.We shouldn't be worrying how advanced they are but I for one , know I can't help worrying.

sorry didn't mean to post twice!

Sorry will probably get shot down in flames for this, but I do find it odd that people would worry about where their child was in reception. Surely as long as the individual child's needs are being met, and they are being set work that is appropriate for them, and that they are happy going into school that is all that matters. Reception is about far more than knowing letters and numbers, it's a huge change to go into a school environment. Persoanlly I'm overjoyed that this year ds1 is managing to spend 3 minutes in assembly (he didn't go to assembly once during reception). I don't think I'll feel much different when ds2 starts school, if a child is happily settled they will have the best chance of learning to their individual potential. I hope my son's fulfill thier potential, but I don't care how that compares to the other's in the class. I feel the same as dingle's last paragraph.

Erm from what i can remember when Dd1 was in reception at first they just sat where ever especially for the first few weeks.
I think that then after about a term they were shuffled around a bit and i think put into groups with shape names.
Dd1 was then in the top group but tbh I didn't pay much attention to it in reception as it wouldn't bother me what set she was in at that stage unless she was having lots of probs obviously.

Dd2 has just started reception and they have sat her by her friend which is more important to me than them sitting her with others of her ability.