Extension

[Extending]

My DS is in y5. Last night was parents evening. Our DS is very able - scored 4A (writing) and 4A (maths) at end of last year - the school don't assess children any higher at this stage, so this was the top he could have achieved. They were prepared, however, to give him a 5C in the reading, although when questioned, in the actual test, again 4A as the test doesn't go above - 5C was teacher assessment based on the type of material he is reading and his understanding of it.

However, the homework set for the whole class is always very easy - ranges from number bonds to a hundred, finding 5 words ending in -ing, tying shoe laces etc. THis is because the vast majority of my sons class are struggling.

Because we are concerned that our son is getting the idea that homework is something he really doesn't need to bother about (takes him around 5 mins a week), we have encouraged him to extend himself through things like the Mathletics web site. This is working well.

However, last night at parents evening teacher told us that she doesn't know what to teach him anymore and she doesn't know what hes going to do in Year 6. He is working on the age appropriate levels in Mathletics which seem to be way above anything he currently covers in class (not much differentiation). We were made to feel like we'd done the wrong thing in investing in Mathletics, have we?

Our son does lots outside school (all his choice) including two musical instruments and football, so is being extended in this way.

Are there any other ideas of things we should do? And, what should we expect of the school both now and in year 6?

Anyone?

I think your son's school should be able to stretch him. Many posters on here have children who are working well above their chronological age but who are being stretched by their schools and teachers. DS2 is working about 3 years ahead in reading at the moment (not necessarily in other areas) and his school give him work which stretches him.

It is unacceptable for them to say that they don't know what to teach him. They shouldn't expect every child in a class to be working at the same level, and there should be provision for those children who are working above or below average.

I would go back in and talk to them about it. Year six (and before) teachers should be extending into KS3 for able pupils. It is not unusual to have several at that level.

Where did they find a test with a 4A cut off?

The yr 5 optional SATs reading test shows sublevels up to 4A which is 33 points, any more than this is just level 5. I suppose the teacher might have meant this

The SAT referred to was for year 4 - the levels were sons levels at end of year 4.

I would have expected the school to extend too, but it seems a bit like a foreign subject to them, and then when I opt to do it myself, via websites, I feel like I'm in trouble and making their lives difficult. The thing is, my son teaches himself most of what he knows ie. when faced with a new type of maths question he tries it a couple of times and then understands it without need of our input, so he has extended himself really.

I have to admit that the SATs thing kind of passes me by however regardless of levels and targets and whatnot a good school should differentiate between pupils and set them appropriate work. Especially when you say that the Year 5 work on Mathletics is a lot harder than what is being set for Year 5 in the school, and certainly those examples of homework sounded quite simple for a 9/10 year old.

BTW, how do you know that the vast majority of the class are struggling? Is this something that you have spoken to other parents about?

The LEA (through the school) has a legal requirement to provide an appropriate education for your son. It is great the you are encouraging him to do extra activities at home but the school must provide work for him that is appropriately differentiated. It is not acceptable for them to say they don't know what to do.
IMO you have not done the wrong thing in getting him going on Mathletics as it certainly seems to be appropriate for him and a child should not be artificially held back just because it makes life easier for the school.

I'd be polite but firmly assertive in asking "what are you doing/planning to do to meet his educational needs appropriately?" and keeping on asking it until you get a satisfactory answer.

It sounds as though, at a very minimum (while they work out what to do) they could get him started on some self-managed work, particularly if, as you say, he is able to work things out himself. This would require very little input on their behalf besides providing some appropriate workbooks (which lets face it can be bought from WH Smiths). I'm not saying that this would be totally acceptable as IMO they should provide much more than this but it would be an easy way of starting.

Have a look at some of the workbooks in places like WH Smiths/ CGP website for Year 6 or early KS3. If you see something that seems as if it would suit your ds, you could always get him one for him to take into school to do "if he finishes his work early" and see what the school say. It may embarrass them into doing more!!

You certainly should not be made to feel in the wrong for providing more advanced work which your dc is enjoying and succeeding at. It is not as if you are pushing him or hothousing him!

Will he have the same teacher in year 6? My experience is that some teachers are very much better than others in challenging brighter children and to be honest it sounds as though the current one falls amongst the 'others'. Hopefully next year he'll have one with more imagination.

Ridiculous that they base their assessment on just one test, that isn't even a suitable one for his ability range! Most schools have moved on from this kind of unhelpful assessment because it gives very little information, as you have found. There should be a teacher assessment for reading, writing and Maths which is based on the level he works at in the classroom - no wonder she doesn't know what to teach him, since the purpose of this kind of assessment is to plan work that is pitched at exactly where a child needs to go next.

Sounds like their assessment and tracking is in a right mess, and therefore so is their planning. When are they due an Ofsted? They are in big trouble with lots of work to do in these areas.

With regard to your ds, I would ask them why they can't use different forms of assessment to plan his teaching - if they are so obsessed with using tests (which I would question anyway), then why don't they use a test that assesses his true level - the Y5 optional test or even Y6 past papers?

This really shouldn't be happening - on MN teachers regularly refer to teaching level 5 and even level 6 children in Year 5 and 6 - it's just normal!

Thanks for all the advice. This years teacher is actually one of the better ones when it comes to setting appropriate work, and it's her I'm quoting!

I know that most of the rest of the class are struggling as the teacher told me and as a governor I have some inside knowledge - I've also supported this class as a parent since Reception.

Yes, I think assessment and tracking are in a mess, and yes, as a governor, I am very much dreading the next OFSTED! I think I just needed a bit of a rant as I'm trying to do the best by my children and came away in a bit of a panic unsure as to whether I'd been doing the right thing. At this point, I think the only bad thing I've done is support this school for the last five years!

I was just wondering whether you'd spoken to other parents about the lack of differentiation (if their children are struggling), as if there were a group of you maybe you could have approached the school together.

I would definitely be worried about the OFSTED inspection if this is the school's attitude. DS2's Headteacher has admitted that he is a challenge as his reading ability is "off the scale" (the Head's words) however they are doing everything that they can to meet that challenge, which is what a school should be doing.

I really think you need to speak to them again.