Is it just me that feels this way?

[Melaniefhappy]

Hi Everyone,

Am I the only one to feel utterly disappointed, if not despairing, about the standard of education at my state primary school (in Hampshire)?

We recently changed schools (moved home) and whilst I totally accept that all schools are different, this new one offers little to inspire the children to do well; for example ..they do no spelling tests, do not ever correct spellings on written work, send home work that is appalling to be 'celebrated' by parents. Dare I go on as I don't wish to bore you ..however... they only read once a week with the children at any age (our old school read everyday - I know, as I went in twice a week with another army of mums to help this happen). Our new school refuses to consider this option despite friendly discussions with the teacher, offers of help, letters and meetings with the head.

Hence I feel I am home schooling first and foremost (in a fun way at home) with school doing the rest- harsh but true. In fact, if my children suceed in their primary education it will be despite the school's involvement, not as a result of it. They are very ready to book fun things - school trips, teachers dressing up for fun reward days, in classroom picnics, and lots of watching videos..but the academics seem to be second place at all times unless you are in the gifted and talented group - you lucky people you!!!

Just before you ask ...other parents in our class range from not really bothered about their children's reading and spelling standards through to worried but have been (like me) totally ground down by the 'no no no' attitude of the school. Despite gentle friendly approaches of concern, nothing happens- and I am the class rep!!! Trouble is, I do not wish to have to quite literally argue/fight with the school and force the issues through Governor levels and on to the Department of Education (or whatever it is called now). Am I a coward?

Yes I am on the PTA, and yes I go in to read, and help as much as I can in the school, and funnily enough there was lots of competition to be a Governor so I didn't take this route - rather wish I had now- might have had a real voice!!!.

Hence I am currently playing the lottery to afford to send my two children to private school - both my husband and I went, and without this, neither one of us would have done so well. Not well enough however to afford the fees today!

Sorry ...rant over!!! I just wondered if I was alone in this or if I am mad, unreasonable and expecting too much.
All the best, really sorry again to moan- it is either this or cry!
Melanie
x

As teachers, we do guided reading with the children once a week in ability groups. As mentioned before, this is not just 'reading' for the sake of it, but looking at meaning, expression, punctuation, and all the other things that are necessary for expanding vocabulary and comprehension.

Our home-school agreement requires parents to read with their children 4-5 times a week, if not more.

In my Y2 class, I have over half the class reading at 2+ years over the average.

Guided reading works really well, as long as you have parents who will help.

We also read all the times from books / the whiteboard, etc.

All children who are behind, or do not read at home are heard by teaching assistants.

And why does every single bloody child have to understand every single bloody thing before they learn it?
You misread - they have to learn to understand. They do not understand by osmosis. They have to be taught.

Rollmops: I spend (waste) my time reading forums/a and know that a great proportion of the population can't spell to save their lives.

or maybe guided reading and learning spellings through phonics does work.....

Somebody said was it you? they couldn't learn it until they understand it.

Rubbish.

I saw some educationalist say once that children shouldn't be taught the times tables until they understood the concept of number. Something that Wittgenstein struggled with well into adulthood.

Guided reading is not as good as one on one, not half as good, not a tenth as good.

No idea what the average is now, but ten years ago in our school Y1 it was ORT stage 9-10. Has it got better Bunny? I am genuinely interested.

Yes, maybe it does work and an entire generation of children has refused to learn from it despite this magical fabulosity.

I think it was more that Wittgenstein questioned the concept of number though ? but perhaps that is another thread.

Unless I've got EasterBunny all wrong, she's not saying that they don't teach spelling, more that they don't automatically jump on a wrong spelling in KS1 and that there's a good reason for this. Don't get me wrong here, as I'm all for kids spelling but she seems to be too. So it's different to how we were taught, but then maybe it works better. Seems mad to shout her down when she's a teacher with experience. I know not all schools get it right, but she makes sensible arguments imo.

Well yes I knew he knew that one marble here and one marble there is two marbles

just checking, phil degree peacocks ?

Anyway not the point. Children can learn without understanding and if they're not ready to understand they should learn it anyway. In fact it's even more essential that they learn it because they might not ever be able to work it out.

Why yes you yoo? but rather a long time ago so I'm slightly quaking at the possibility of being caught out on natural numbers as exponents (oh hec) and having to run away in shame. So MOVING SWIFTLY ON (pleeeaassee)

in our year one last year i would say 25% were free reading the middle group were finishing reading scheme.

I think it would be better if kids were taught how to work things out though. Don't you ?

peacocks have you seen how the guided reading works?? I mean sat in a class and watched? I've been truly impressed and think it's fab - in our yr1 they do it every morning. Small groups of 4/5 kids. They all have a copy of the same book, they read the book, talk about the stories, usually do a word game with words from the book. They write a page that they make up themselves, do a picture to go with it, there are all sorts of variations. It's far, far more interesting than what I remember in terms of reading to teacher and they get masses from it in terms of comprehension. Yes of course one-to-one is fab too, but there's a lot to be said for Guided reading if it's done well.

yes me too but many millions of years ago it was my first degree.

Bunny I really want to know if you ever can come back on this. What ORT level is two years above the average (roughly, I guess you would not grade averages from ORT but it must be possible to give a rounded idea).

Yes I've done guided reading and one on one reading and I know which is best.

All that time drawing pictures and talking could be spent in one one one reading. It's not like they don't get enough drawing and talking anyway.

But it's about comprehension - that's my point - about enjoying books and seeing them as a route to other things. If they enjoy books they'll read more. If they understand them they'll thrive. As I said one to one's fab too (obviously) but I can't see an objection to guided reading as it's teaching so much more widely.

Minty that's fantastic. Most of ours were free reading but pretty simple boks and still finishing the stages.

I've also done one on one reading with second language who plainly cannot what they are reading though they read perfectly. I understand the difference.

Guided reading in my humblest opinion is a great deal better than 1-on-1. It gives the children a forum for discussion with the teacher in a small ability group and allows them to explore the text and the language in the book they are reading. It is also a great way to learn about paragraphs and speech.

The children read 1-on-1 with parents in the evening.

Rollmops - don't know about other schools - but this year, about half would have been around stage 6-8 coming into Y2. This was disappointing compared to last year's cohort who were much better readers, but our methods haven't changed(it must have been something in the water!). (About 8 children in the class are find reading difficult. They do guided reading with me + individual reading + precision monitoring + weekly word banks.

If we have a slow cohort we generally do a reading adventure, working towards a final prize, to encourage children to read every night for a number of weeks. Last term that made a huge difference to their reading levels.

Typing too fast without contacts.

I've also done one on one reading with second language students who plainly cannot comprehend what they are reading although they read perfectly. I understand the difference.

Of course

Completely disagree with you about guided/vs 1 to 1 but can leave it there.

Bunny -- what if they don't read in the evening with their parents.

Oh, and in guided reading sessions, children generally read the level above the one they take home, so they are working towards the next level, and reading more challenging texts with the teacher.

It's just dumping on already underpriviliged children. Ok so your parents can't read with you, and we can't read with you, sorry about that, so just scrap along as best you can.

underprivileged