How do they cope with different abilities in Reception?

[strandedatsea]

We currently live overseas but will be returning to the UK for dd1 to start at our local primary school in January. She is 5 today and will have already done a term in reception at the school she attends here.

She is already reading pretty well, as well as writing. The pre-school here basically encouraged her to learn as she was keen and I certainly didn't discourage her.

However, I understand in the UK school system, pre-schools are encouraged to steer clear of teaching any kind of literacy as the schools prefer it to be taught a certain way (at least that is what I was told by dd1's former preschool). I realise there will be other children who can already read when they start school, but equally there will be those - especially, I imagine, at the younger end of the year - who will still be learning their letters.

So how do schools cope with what must be a fairly vast gap in abilities at this stage? Do they do lots of one-on-one at this age or do the ones who can already read have to sit through all the basics again?

Sorry I am very clueless - but like I say we are in a very different school system at the moment.

Thanks.

I guess the same as at any other age - the teacher teaches the child to their individual ability. My dd is in year 3 now and there is still a sizeable gap in ability and different children in her class have learnt at different speeds. I have gone in to help regularly since Reception and it is fascinating how some children have sudden spurts and their learning just accelerates.

My dc have done some group work with children of similarish ability to them and when they do numeracy, for example, they are given work which stretches them and might be different to what the others in their class do.

They also receive individual targets in different areas each term.

HTH!

I honestly don't have a clue how they manage it, but I must say that dd's reception teacher last year did a bloody good job!

Reception is mostly about learning through play, anyway, so it's very child-centred.

I think most schools use some form of ability grouping, usually well hidden from the children. DD's reception class last year were in groups named after animals but the teacher could introduce more formal learning at a level appropriate for each group of 6 while the rest of the class were busy doing something else, generally play related.

Most teachers manage to deal with different abilities very well.

There will always be children who are ahead of reading/writing etc just as there will be those that need more help and its a factor of school life

How the schools deal with this will vary and you need to select the school that fits into your way of thinking.

The main priority is choosing a school that offers a huge variety of options to do more than just the academics. Social skills and interaction is just as important.

(its taken me a long time to realise this)

Some schools focus more on role play and hands on learning, other schools main priority is passing tests and getting good results. (more relevent by year 2) When my child was little I visited several schools and they all operated in different ways. We have moved around a lot and I have also had first hand experience of this. One school let the kids play in mud and sand and get dirty every day and the other wouldnt let the kids out when it rained. The second school was high in the SATS league tables! The first school was more about developing the whole child.

going back to your message, your child will have to sit through the basics again, because this reinforces their learning, and the knowledge is extended for those who need it. You will find that every school year they go over the same things over and over again - because many kids have forgotten, and the more they hear/learn/play something the more they remember it. HOwever, the teacher will set work at the appropriate level. Initially this might not happen as she will have to be assessed but it will over time.

FWIW, I feared that my dd would find the whole phonics thing dreadfully boring when she started school, as she was already a proficient reader. As it turned out, she found all of the jolly phonics actions really amusing!

Going over the basics again really doesn't do them any harm, as long as they are being appropriately stimulated as well.

Thanks, that's all very useful (I was a little nervous of posting this as I didn't want everyone to think I was being a pushy or boastful mother!).

My dd is quite quiet and I worry she will be overlooked, as this is what happened to me a lot at school. Is it acceptable as a parent to tell the teachers where they are at with their reading etc ability or should I just wait for it to happen naturally? At the moment she is at a private school with a class of only 13 so they will, naturally, get a lot more attention.

Roadart - we chose the school because it is our local school - eg about three minutes walk from our house - and for me it is important to feel part of a community. However, it is a good school with good Ofsted rating etc. I am sure she will be fine there.

The "learning through play" thing might come as quite a shock to both my dd's who are at a Montessori school/preschool where they don't really do play (apart from in the playground). It is all very structured and activity based. Hmmm, it's going to be an interesting learning curve for us all methinks!

Ds1 could read, in a basic way, when he started, and he was progressed fairly swiftly to a higher level of literacy, with 'words' to learn and little spellings to do. He certainly didn't have to sit through the basics again.

ds2 is learning, this week, about S. No sign that he is being expected to do what ds1 did (which is good, because he can't!).

I must take issue with the ability groupiong being well hidden from the children - it's appallingly hidden from the children. Give them 3 months then ask them "Which group gets the hardest work?"

"At the moment she is at a private school with a class of only 13 so they will, naturally, get a lot more attention." Not necessarily - S started today at our local primary in reception and although the class size if 30 they have a teacher and a (very good) teaching assistant.

DS went to a private montessori and the reception approach in our school is remarkably similar to reception. When people tlak about "learning through play" they don;t mean teh childrne just bumble around doing nothing wihtout any structure or direction! There are structured activities, unstructured play in the playground and in teh class room, circle time.

And although your child may be ahead in writing she may well need development in other areas (you mention she is quite quiet) adn its the teachers job to address many aspects not just reading and writing.

So far (with limited experience) I have been very impressed and if anything the school has been more interesting and challenging for DS than his Montessri (and we both loved that!)

I wouldnt worry too much about saying what your DC can do. The teacher has to do her own assessments as part of her role and she will set her own targets based on these results.

She wont change her mind because parents have said their kids can do something.

Teachers can very quickly spot those that can and those that cant and will adapt accordingly.

Colditz - you made me smile. I have asked my DC many times about groups and she doesnt have a clue. She couldnt care less about who sits where and why. All she is bothered about is the work she gets isnt too easy.

kewcumber - great, good to hear the UK school system is similar to the montessori approach, I had heard that but also keep hearing about this "learning through play" thing and envisaged children doing dressing up and pretend tea party's all day long

I totally agree she will have other areas to develop, she could do with learning how to be a bit naughtier for a start

well they do kinda do dressing up and stuff all day but they don't just arrive and do that until they leave! The day is split into sections of 20/30 minutes, some of them will be more directed than others, the children are free to go outside and play when they wish (within reason) but for example at our school the first activity (they call them jobs!) of the day is chosen for them by the teacher who presumably after a while chooses ones to address what they need to work on rather than what they gravitate to because they are already good at it!

Oh and dressing up is very educational (but they think they're just playing). For example at my kids infants, they will be being Estate agents one week, another they may be being travel agents (and airplane staff etc.), another they may be people who help us, or even have the play area as a high street with lots of shops. Or they may dress up as part of stories they are reading, or writing.

My DD in year 2, they studied the Great Fire of London, which culminated in building Pudding Lane out of cardboard boxes, playing at 1666 life in them with playmobil. Then finally they burnt it down (with the Fire Brigade in attendance) and then did a session on fire safety.

That is learning through play.

So I really hope your DD has a great time when she starts school here.

i wish i could go back to infant school....

they dress up here for local celebrations - creole day, marguerite parade etc, which is great as they are learning about another culture.

I have kids who have started reception at either end of the attainment scales. DS1 was given books and homework according to his ability (including spellings and maths from year 2) and some time was spent correcting his writing technique, as he'd taught himself when he was and started all his letters at the bottom.

DS2 can barely hold a pencil and doesn't always enjoy even making a mark (unless DS1 leaves his pencils lying around and there's a bit of wall handy:)). He is also non-verbal. He willingly joins in with phonics carpet time (he is phonics mad, funnily enough) and is attempting to make the sounds and do the actions. He then does activities differentiated to his level afterwards. After discussion with his teacher, he will simply be getting some of the jolly phonics sheets to bring home so we can have a bit of fun with those and improve his pencil skills.

ouryve: I am really jealous of your school. Sadly this wasn't our experience with DD and we have even swapped her school mid way through Reception.....it was very much the case of "she's reached all her learning targets for this year so she can just get on with some colouring/painting/insert here".

She's had lots of fun doing all sorts of stuff and socialising, but certainly wasn't progressed in her learning (we have done a bit at home but that was it).

OP: I think it varies wildly from school to school and teacher to teacher. A lot of teachers don't agree with differentating work in reception, from what I have experienced so far....

emy72 - that is the sort of thing I am worried about. Although "having lots of funand socialising" can only be a good thing I guess!