Due to an increased intake in reception and counties inability to see the effects further up the school, before moving into yr2, dd's year group was split with 5 children being moved into a Yr2/3/4 class and my dd and the rest remaining with their current p/t teachers to become a Yr1/2 class. Dd has had the same teachers since reception.
Apparently, this split was 'not based on ability' (school's wording) but on friendship group, confidence / maturity and teaching styles of teachers.
We were not happy on the split as all dd's friends had been moved up and having not responded to the teaching styles of the p/t teachers that she had had since reception, we hoped a move to new class with more mature children and challenging work would have helped her.
We were also assured that although the 5 children moved up would be getting work based on the yr3 plan it would be on the bottom end of the plan whilst dd's work based on yr2 plan would be at the top level and so effectively there would be no difference in level and dd would not miss out.
However, throughout this last yr the yr2s in the yr2/3/4 class have benefitted from not only the yr1/2 class activities but the yr2/3/4 ones as well. Dd's own perception is that her 5 friends are getting harder more interesting work.
As yet we have not had dd's final report or SATs results.
However, would it be unreasonable to ask where dd came within the Yr2 group as a whole, how many children above her came from the yr2/3/4 class, how far behind the yr2/3/4 class is she and what areas she needs to catch up in?
Same split has had to been done for the next set of Yr2 and funnily enough the chair of governors and one of the p/t teachers of the yr2/3/4 class dc have been selected to move up. O.K. I know they are probably setting an example, but don't tell me that they'd let their dc be disadvantaged.
Sorry - I think War and Peace was shorter!