Cross with school - what would you do?

[Mowgli1970]

My daughter's teacher at the end of year 5 told her she'd achieved a level 3c in Maths. (Expected level would be 3a or 4c).
DD left a different school at KS1 with a 2b in Maths (average). So in 3 years she's only gone up 2 sub-levels. From 2b - 2a -3c.

I've looked at the books she's brought home from school. Frankly I'm appalled. From April - July there's hardly any work in there. Some days all dd's written is the date - because she had to go and tidy the library!!! We've now got a tutor for Maths who's also appalled and says they're the worst set of books from a teacher's point of view that's she's ever seen!

DD will have a new teacher in September. What would you do?

Move school!

I'd wait and see what happens in her new class, asking if she can bring her book home every couple of weeks. Then, if still concerned, I'd write to the teacher initially and if no joy, the head.

Did she sit the SATs? If so, did that level match the teacher assessment?

DD1 had a bad teacher in year 3 that simply didn't teach some of the curriculum. As parents many of us didn't find out until they went into year 4 and the teacher realised that the entire class simply hadn't been taught certain things. The school sorted it out, gave them extra maths and they were all back on track by the end of that year. There's a good chance that the school are aware or will be however I would certainly go and talk to them about it in September.

Actually a lot of work in the book does not indicate a good teacher, the opposite can be true. If the teacher is focusing on active learning I would expect to see very little in the book. My pupils use their books for jotting notes and ideas rather than 'work'. Obviously i can't say this is deft the case here but speak to the teacher before worrying

Oh the expected progression of the 'average' child is 2 sub levels a year if that helps.

If she is average in Maths, she's on course for a 4b at the end of year 6, meaning she should be a 3a/4c this year.

I don't think I'd do anything right now other than promise myself that in the future I'll ask to see my DD's books more regularly i.e. make an appointment to see them in school every half-term if it's a formal school or simply ask the class teacher if it would be possible to see them one day after school.

As a primary teacher I'm regularly trying t persuade parents to come in and see their children's work informally and love it when children are so pleased with something they've been doing that they want to share it with their parents. I generally prefer it if books we're using aren't taken home though as it runs the risk of the book not making it back in time for the next day's lesson - I photocopy examples of particularly good (as in achievement/effort/progress) work and send them home instead though.

I think it's too late to change schools now. Work with what you've got. Talk to the Yr6 teacher, share your concerns, have regular update meetings - every month and let the teacher know you intend to do this. If you can support your dc at home with extra help from you and/or a tutor....if the teacher has done an assessment of your child's math's knowledge it might be helpful to recieve a copy so you know what to focus on at home.

IEP's are only as good as the teacher who is following them. My personal experience was that the teacher often forgot about it and in the end she decided by herself that it wasn't needed despite my ds failing to reach the targets set.

I have moved my child from below average to above average in one year and without putting her off Maths for life - it can be done...have faith in your child, even if you have none in the school!

I would give it a couple of weeks in September and then make an appointment to see the new teacher, telling them in advance why. That gives him/her time to actively focus on your DD and chase up her history to date.
Then she can discuss a way forward from a position of more detailed knowledge than they moght otherwise have after 2 weeks. If you're not satisfied then, then get in to see the Head ASAP. Chuck your weight about if you have to, although hopefully it won't be necessary.
I don't understand how your DD has slipped through the school's tracking system net. We track all children on a grid on a termly basis, and any child who is plateauing ( after more than a term or two) is immediately identified and highlighted as a priority attention. The school will have a specified external person who comes in to study these grids too, and to grill the Head on what action is being taken on certain children. The Head then grills us in turn.
How can this not be happening in your DD's school?