Any advice from KS1 teachers?

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We are in a dilemma about moving our children, aged 8 and 6, from a private school 10 minutes drive away, to the local school 5 minutes walk away. We are in the fortunate position that fees aren't too much of an issue (although would be nice not to be paying them) and are weighing up the pros and cons of each option.
One of the main issues I have is that the village school has small numbers in the current Reception and Year 1 classes and will next year be restructuring to merge these 2 year groups with one teacher and one teaching assisstant for 30 pupils. My son would be one of the oldest children in this merged class and is currently academically ahead of the curve (reading at year 3 level in year 1 etc). I am concerned that in this new set up it might be difficult for the teacher to be able to push those children at the upper end of the age/academic range.
Would love to hear what any teachers think about how this might affect my son's progress or if I am worrying too much?

Sorry not a teacher but my son goes to a small village school it seems to have the same set up as you describe with a reception year also(although they have a TA all to themselves). I think combined there are 26 children.

My son is in yr1 but he is doing SATS work with the brighter yr2 children and coming top, using the mock tests. The teacher has broken the children up into tables of ability not age and dishes out some of the work accordingly but they also do work as a class. Are there parent volunteers? I ask because the brighter and the children who are struggling get some allocated time with reading.

He is loving it and I don't regret sending him there for a minute. I think he would've been stifled in a bigger class.

Have you been to see the school with your sons? When I came to visit (pre school days) I asked the same questions you are asking here and got a decent enough response about strategies for helping the brighter children and the ones who needed a bit more coaching.

Visited with my DH and going back next week with the children. Get a good feel from it and a reasonable response when asked about how they cater for different abilities which is why I think I may be worrying a bit too much. Heard plenty of people say that the more able children will be fine wherever they are and we certainly do a lot of reading etc at home too.
There are parents who go in to hear the children reading. My DH works from home so trying to encourage him to join in with that if we do make the move.
Thanks for your response

Oh that's great news. Good to take the children aswell so they get a feel for it. you are right to worry about it, it's an important step and you want to capitalise on how well your dc is doing!

We're in the reverse situation from you. we had a family member a little while ago offer to fund ds through private primary but in the end we decided he would stay where he is because he loves it so much, is thriving and ds's teacher is awesome- she's creative, caring, inspiring and FIRM! I will cry when he leaves year two!

I find that ds's school is very interested in the parents helping and very flexible too, perhaps because of how small it is??

I hope your visit goes well, how exciting for you all!

I completely forgot to add. I really like that the ages are mixed in the class as is encourages the younger ones to ask help from their older peers and vice versa.

Hi,
I'm a Primary school teacher...I hope I can help a bit!
Did you say you've visited the school? Its worthwhile chatting with the teacher - there are all sorts of different ideas about providing approprite work for children of differing abilities but in an ideal classroom the work will be pitched at appropriate levels for all abilities and ages. As you can imagine, in a mixed class this is tricky for the teacher, so its good to get a feel for where he or she is coming from! I would say that it is especially tricky in a mixed Reception and Year 1 class, but you wouldnt have to be concerned with that would you?
I think it is excellent that you are thinking in terms of your son's progress - and it is in the teacher's interest that s/he is also thinking in these terms! We are asked to predict the amount of progress a child will make in an academic year - regardless of their starting point, they should be aiming to achieve at least 2 sub-levels in a year (so, if a child was starting at level 1c, they should be at level 1a by the end of the year if they are making satisfactory progress).
I'd say its also worth having a quick look at the OFSTED website to check their latest report - this can give you a good feel for the school but don't take it as gospel - it isn't always a true reflection of the quality of the school.
I hope that some of this helps,
Jenny

Thanks for those comments. Planning to talk to the techer who will be taking that group so will ask some of those questions, Jenny. OFSTED report is good, although Foundation stage got a bit of negative stuff. Beyond that now though.
I guess I'm in the opposite group from you though Megglevache, where it sounds like your DS is benefiting from having older children around, whereas I'm worried about my DS not being pushed to make the progress he otherwise might make. Can see how it could develop them socially though if they are seen as the bigger, more responsible children.
Will see what the teacher has to say!

Teacher, obviously