Does it all come good in the end?

[hillian]

DS is in year 4. He's very good at maths but although his teachers have offered extension work each year, he hasn't actually been given a question to do that he hasn't been able to do easily in his head since year 1.
His year 4 teacher told me at the beginning of the school year that he was just too advanced for her class and she apologised because she wouldn't be able to give DS appropriate work.
I was disappointed but I felt that at least she was being honest.
Now I hear that DS will have a NQT next year, which will be his third since starting school. My experience is that NQTs are generally less able to differentiate work as they are still learning on the job and they have to plan every single lesson (rather than just improve last year's lesson plans).
Then I know year 6 is all about preparing for SATS with a heavy focus on converting children working at level 3 into a 4c.
So, I have more or less lost hope that DS will be challenged at primary school.
However, what about secondary school? Do G&T children fare better there, assuming that they don't give up themselves (which seems to be where DS is headed right now).

@BBB "The way I see it, how can a teacher teach maths to KS3 level, which is effectively what they are asking them to do if a child capable of sitting Level 6 at KS2"

I've looked through a KS3 maths book claiming full curriculum coverage for that stage and the problem is that it doesn't add much to, repeats a lot of, the primary school stuff. I think some primary maths-whizz kids could get themselves a current GCSE foundation maths C (max grade for that tier) by the end of primary if schools wanted, or rather had the resources and incentive to teach them for that. There's a definite reluctance in Primary to touch too much Secondary territory because they think (often correctly, sadly) that Secondary will bore the kids by making them do that material all over again.

No guarantees for any given school, but Ofsted are on the all abilities (high not to be overlooked) must make appropriate 'progress' case now and you can explicitly see schools being picked up on treatment of high ability that in some of their recent reports. The general landscape is still far from ideal for the serious high attainers because they've defined "high" at too low a level, but it's better.

My DD at Middling State Primary just coasted through Y5 maths and got the max. in the max. assessment at the end (Y6 KS2 SATS) but I didn't mind that because the teacher put a lot of effort into improving her confidence+self-belief and eradicating some irrational self-perceptions about her status in other areas. She started the year as a reasonably happy Maths-Grrl and finished it as a very happy Renaissance-Grrl. Note that despite the Y5 assessment ceiling that school has given the potential L6 kids some separate maths teaching for a couple of years now and there's a solid plan re. L6 in Y6.