What to expect from the school

[tkband3]

I've just received a letter from school telling me that DD1 (age 7, Y3) has been identified as 'currently working at well above the expected level in both literacy and numeracy' (ie G&T in these areas) and attaching a short outline of the provision which they've put in place in order to enable her to maintain these levels.

The letter is from the SENCO for the school, and is one paragraph in length. The provisions they say they're putting in place don't give me the impression that they're doing much more than they would normally do for the top group in the class anyway. The provision for G&T pupils at the school was identified in the last but one OFSTED report as being inadequate and they are supposed to have put more systems in place to ensure that these pupils achieve their potential.

I am meeting the SENCO on Friday to get more information on exactly what they will be doing for DD1, and what I can do at home as well. However, from talking to other parents, the experience is often that the reality fails to live up to what they promise.

I'd be grateful for some input on what happens in other schools, so that I can better assess what is on offer. The school is a state primary, which is rated 'good' by OFSTED in most areas, 'outstanding' in some (don't know if that makes any difference ).

Many thanks in advance.

my son (Y1) gets extension work in class (with several others, basically the top table getting set challenges to solve, as well as setting themselves their own challenges), very little formal 'acceleration' type work - more 'work together and figure this out', plus he gets taken outside of class with a small group from his year sometimes. School(supposedly 'satisfactory') is still pushing learn through play heavily in Y1.

However, we have an odd demographic locally with 4 or 5 very bright children in the class every year, so actually top table work most of the time is probably appropriate for him, along with bouncing off other bright kids, and brightness being 'OK'. If G+T means top 10%, then that seems pretty sensible in this school.

So I guess what I'm saying is - how well does the top table work suit her? Is she sufficiently catered for as is? In your estimation, is she top 10% or top 0.00001%? What do you think she needs in addition?

Thanks very much for your replies.

We had our parent/teacher meeting this afternoon and it seems that the majority of these provisions will take place in class, with her (and the others in the top group - it is a high-achieving class and I think there are probably 4 or 5 children who have been similarly identified) being given separate tasks in the relevant lessons.

tokengirl, I totally take your point about what I feel she needs...I think in general the top table work is probably sufficiently stimulating, particularly in numeracy, where she is most definitely not top 0.0000001% . Her teacher recognises that she definitely goes the extra mile when doing her homework, particularly where something requires research and commends her for this.

BeerTrixSixSixPotter, I have heard of 'awaydays' for G&T pupils as well - a friend teaches at a school where they have a dedicated G&T coordinator who takes pupils out of class once a week for projects relevant to their 'specialist subject' (for want of a more appropriate term!). This is in the same borough as us, but is obviously not a borough-wide practice.

Thanks for your input .