Attempting to understand my kids school reports

[Bodice]

I am not a teacher so don’t really know how to read between the lines on my kids ( primary school age) school report.
I have one child with a glowing written report and getting expected in everything. One with quite a negative written report and working at greater depth in half their subjects.
One teacher friend had said to me it was extremely difficult to get greater depth and very few kids got it. At least that’s what I though she said. Maybe not. I am hesitant to ask as don’t want to come across as braggy. But is it hard to get greater depth?
I am well aware one of my kids is well behaved but prob academically average, one is more difficult but academically strong. Just surprised at how different the written part and gradings are in the same report. Maybe greater depth isn’t that special and I’ve got it wrong. Just would have been nice to see a bit more positivity.

Greater depth means they are working above average for their age. What does the written part say? Is it about behaviours rather than academic achievement?

I wouldn't say it was 'extremely difficult' but that they've been working at a high standard consistently throughout the year.

It is partly about behavior which I expected but it’s is also talks about concentration etc in class. He is a child that has been assessed for adhd in the past.
Maybe the teacher just sees the good academic stuff as a given and is focusing on what he can’t do. I suppose I am looking at two different teachers reports and two different styles as well. Some are more gushy than others.
Just trying to understand how good the working at greater depth is in the grand scheme of things. Do loads of kids get it. Is it just one or two?
I guess I just want to work out where he stands in the scheme of academia in the future.

Tbh it sounds very clear. One kid is doing better academically. One kid passes around and doesn't get on with their work. The other is hard working and well behaved. You have two honest reports.

One of your children is well behaved and working at the expected level.

The other child is that annoying kid who gets the concept faster than anyone, starts work before you have finished explaining, has finished their work, and the extension tasks, and added some information the teacher didn't know all while singing a song, banging his/her feet and is now looking out the window and asking if the bird on the fence is a roadside or Harris hawk while the teacher is trying to explain the task to the less able.

I'm assuming they are both in primary.

🤣🤣🤣🤣🤣

Anyone who has taught primary age will have just had a mental picture of all their pst students who do this.

They're generally annoying and the report will be honest but their usually the students you cannot fail to have a soft spot for

Sash- I think you may have got him down! He was in trouble the other week for not concentrating. When I asked him he said he was bored as the teacher was still explaining the same thing and he had already got it.

DH is like: So he’s bright but a bellend!

I guess I am just a little bit proud of him despite his “issues” - he had a lot of health issues as a baby and toddler and was assessed a few times for his behaviour etc. Now he seems to be flying academically and I just want to say but look how bloody amazing he is!

I do think it might be worth revisiting the ADHD loop again. A lot of schools look for evidence that a child isn’t keeping up and dismiss SN if they can do. In this case a lot of the behaviour which is being mentioned negatively could be a combination of SEN, plus an incredibly bright child who is mindnumbingly bored and unchallenged.

At primary (and Maths at secondary) Dd was allowed to start the work while everyone else had it explained. Then when she finished early she could read a book. Worth suggesting something similar?

He might be amazing to you but it sounds like his behaviour is making him a nightmare to teach. Being bright isn't the be-all-and-end-all, children like this often struggle to learn how to learn when the pace picks up at secondary, and they're incredibly disruptive to the other children in class.

I have brought up adhd several times and to the teacher and sen head and it’s always a no.

He is what he is. I can’t change him. He is calming down as he gets older.

Oh yeah, boys will be boys, nothing you can do. Shame about all the kids who's education is being derailed by his bad behaviour while you shrug your shoulders.

Honestly, has it not occurred you to actually work with the school to improve his behaviour? To actually parent the child in front of you?

I’m sorry Mollicious intent where has this come from? How would you even know what I have and haven’t done. I am just attempting to understand his report.
I have asked the school several times if they think I should get a further assessment and they have said no. I do work with them. And he is a boy that is popular with the teachers and his friends. A few teachers along the way have said they have a soft spot for him. I do whatever they ask.

I am just trying to gage what his report means. As someone that has nothing to do with the education system it is harder to read between the lines.
Perhaps it is the system that needs to change if there are always so many awful boys that you appear to resent.

It's come from the fact that you've received a report detailing his bad behaviour and your response is "he is who he is, I can't change him" rather than "oh shit we've got a significant behaviour problem on our hands, I should get in touch with the school to see how I can help them deal with this".

There are plenty of bright, badly behaved kids with zero SEN, they're just bright and badly behaved. Not everything needs a diagnosis.

Has he got a significant behaviour problem though? Doesn't sound it

"quite a negative report" and in trouble recently for not concentrating suggests a behaviour problem, if not a severe one.

The report does no detail his bad behaviour. You need to read my posts properly. It is overall positive. It is not as positive as I would have expected considering his outcomes. It is not all about behavior. It talks about concentration etc. Hm

Do you honestly think I am no trying to work with the teachers. Why do you think I am trying to make sense of his report? Your initial post was not nice, suggesting he is a nightmare. Which is why I responded with “he is who he is.” Clearly you don’t like boys like this. So there isnt any point arguing with you any more. I will continue to do my best for both of my kids. But I can’t change their personalities.

You might be proud of him, but his disruptive behaviour is also a nightmare for other children in the class who work hard, are well behaved, but less academically gifted.

FWIW, it is possible to be both academic and well behaved and in the absence of any SEN, it’s your job as a parent to address his behaviour and not coddle him just because his grades indicate he’s doing well.

@Bodice I don't think he is 'naughty' child purposefully causing trouble. He is a child, who is able to complete tasks and is then left feeling bored. A bored child will appear disruptive and, I guess, annoying.
Unfortunately primary school won't have the resources or time to continue to push him so that he doesn't have an opportunity to feel bored.

I have a dc who was like this, bored when tasks were completed and nothing to focus on.

Greater depth is good but doesn't necessarily mean exceptional. Just above average, I guess.

I'm a school governor at our local primary school. It's a good school and probably gets better than average results, but about a third of the children get greater depth in each subject each year. Probably a much smaller proportion of children getting greater depth in all subjects though.

I’d be furious if this were my child! How on earth are they being extended? Given work they need no explanation for and then read a book? Wtaf?

Has he actually been assessed got adhd. The school/teachers can’t do this. It needs to be a proper evaluation. Even if he is doing well now that can change as he gets older and life becomes more demanding. An earlier diagnosis is almost always beneficial

As a teacher I have to say this is disgraceful practice. Almost unbelievable. Your child should have received differentiated work suited to his/her ability.

That is shocking! I would not be impressed if this was my child.

Being bored explains being poorly behaved, but doesn’t justify it. There will be brighter kids in the same class being less disruptive. Don’t think one thing excuses the other, you be doing your child no favours if you do.