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.

To answer your question about greater depth. Both my DCs had greater depth in all areas in their end of year school reports at primary. They are now in Years 10 & 8 and are both above average academically but are not off the scale or anything. They are in top sets in their subjects but there are plenty of children in their classes who achieve the same or higher marks in exams.

I personally would speak to the GP about looking into ADHD. I wish I had done it earlier for DS2. The primary school had him labelled as bright but naughty and needed more punishments. However secondary school recognised that he was struggling with his behaviour and needed support. We are still on the long road to a diagnosis but it would have been much much quicker if he was of primary age.

I just want to echo what others have said - teachers and SENCO are not qualified to decide whether your child has ADHD.

Please go to the GP and ask to be referred for an assessment / to the community paediatrician so it can be fully investigated. The waiting lists are huge and if there may be an issue it is so much better to find out earlier on than wish you had later.

If every child who struggled with their concentration and behaviour was assessed for adhd the health service would be on its knees. Poor behaviour = maybe adhd is a constant refrain on here.

The child sounds bright but a bit naughty. It doesn’t sound like they have any SEN if the school aren’t concerned - OP do you think your DC have ADHD or the like and if so, what makes you think this? I’m only asking as ADHD isn’t just being a bit naughty.

I write very honest reports but there should never be any surprises for the parent so if the report raises new questions for you drop the teacher an email. They will be in a better position to explain what they mean.

I loved teaching children like this but there is often no place for them in mainstream school and they often struggle, as others have said, when the pace and complexity increases at high school. They need to be challenged at primary so they learn how to study / work through things so it doesn't hit them first time in their teens when there are so many distractions. It is a shame that people see them as disruptive but as you noted, the system does need to change in order for this to shift. Our education system is outdated and underfunded and 30 kids in a class can only be managed when there is compliance and a level of homogeneity which is so fragile. My advice would be to find activities / or speak with the school about ways to focus his attention and give him something he needs to work at to improve - he will need this skill.

I think @Arthursmom has it about right.

It's like the kids who arrive at school already able to read, they are bored and then the other kids go past them.

OP I'm glad you liked the description, I have also taught children like this, I'm not keen on the 'just read a book' highlighted up thread but it can be appropriate with some children / some circumstances eg when I only had a class for 1 hour a week and my student who rushed ahead had autism, he saw extension work as a punishment and letting him do something else helped him stay calm for his next lesson. So not ideal academically but a 'reasonable adjustment' for his autism.

Talk to his teachers and see if there is something he can do eg start when he understands a task even if the teacher is still explaining. Some schools are happy for that, others insist on children sitting arms folded until the explanation has finished.

Maybe a project that can develop his learning skills.

You have been given an honest report. The teacher has also given you evidence to use if you decide to persue the possible ADHD diagnosis. When you are asked by the medics, “How is he in school?”, you have the answer in black and white in your hands. One day you and your DS may thank that teacher.

FWIW, I think you should make an appointment to discuss the report with his class teacher and Senco, along the lines of what can we do to support the identified issues. Depending on when term ends, this conversation may now need to be next term with his new teacher.

I was like this at primary school, not as disruptive but often bored because the pace was too slow. By middle school (years 5-8) I was in the gifted and talented group and we were given extra/more challenging work in lessons but this was a dedicated group that a few teachers ran and set the work for so it didn't fall to the teachers doing the classes to plan 2 sets of work.

By high school there was no additional work above the 'sets' so I was expected to work to that and again was often bored and ended up disengaged.
My own DD (year 2) is now exceeding expectations in most areas, but is also getting bored and frustrated because the pace is too slow so we try to help her expand on things she is interested in at home, like building circuits, coding, more challenging reading etc her teachers are very supportive but she knows not to disrupt the class if she's finished so takes a book along (this week it's a textbook on electricity) to keep her occupied.

The report is highlighting your DSs behaviour or lack of concentration as an issue, it may not be out and out 'naughty' but distracting or disrupting the other pupils learning is incredibly frustrating to teachers. As a PP said, not everything needs a diagnosis but it is an area that you and the school need to work on. It's frustrating if the school aren't willing or able to put in extra time with him but something you'll need to address next year.