How many Mums are dissatisfied with their DCs primary school?

[CrosswordAddict]

There seem to be a lot of dissatisfied Mums on MN and primary schools seem to be particularly disappointing. Any strong views? And if so, how can Mnetters become a force for change/improvement?

In primary schools there aren't any other teachers to help they are all busy with their own classrooms, as for TAs we only have 1 in the whole school and she doesn't work in my class at all.

I still think this is a suspect thread.

Why would anyone assume there is countrywide frustration with primary education based on the worries of a few mums here?

Don't mums have the right to espress worries without it being seen as a sign of major unrest.

Many mn mums are just simply new to it all!

Why can't I find a single other post ever made by this poster when I advance search the name?

Do you all do craft in the afternoon? The situation posted above is , I assume , unusual and therefore it would be a one off?

Not that it matters as it is all hypothetical.

The cynic in me thought "reporter" but they have made other posts as I recall a previous run in encounter

In many primary schools you will find lots of practical topic work taking place most afternoons which involve re organising /setting up rooms.

MigratingCoconuts (love the name btw) - that would be because Tech has obviously reset the Search function (again)

If you search my name, I have apparently only made one post in e five years since I joined and you have made three (all on this thread)

I actually searched the OP yesterday, having also thought it sounded like a journalist and found a lot of posts, most of which were perfectly normal.

I think the advance search is a bit iffy due to maintenance.

I like a good argument discussion but I do get irritated when people drop in a bomb like this and then sit back to watch the fallout.

It gets in the way of real advice

sorry rusty xposted

I think it is irrelevant if someone has posted before or not. We all have made a first post and if the topic is one that concerns us - which this does - it is open for debate. Many posters name change every few weeks now anyway - I am about to do so.

I don't understand the need for people to run off to the archives if people do not agree.

I am in awe of the DCs primary school. I think they do an excellent job, create great opportunities for children in a very challenging catchment, the teachers are hard working, all staff interact well with parents. I have no intention of weilding a big stick or joining a moan against them.

When I have had problems I have gone and spoken with the relevant staff and had a good response. That doesn't always mean they have agreed with me, but it means they have listened and given a valid response.

I have things that I wish to bring to the attention of our gvt, about cuts, funding, 'free' schools, SATS, targets and more funding (esp the cancellation of the schools building programme) and I personally would campaign against state funded faith schools. But lots of MN-ers would be against me on that score!

How can MN as a body campaign on a general non-specific moan? Problems are school and teacher specific. Get Real.

Good point DeOily

I do agree Jen...however, it is surprising how many people get a kick out of posting bomshell posts just to cause argument and upset.

They then name change to avoid being spotted the next time.

It gets in the way of real debate.

As Deoily points out, this isn't a real debate. There is nothing to debate as things are so school specific.

I am very happy with DS1's school. It's a state school in a small village with mixed age classes. He has 17 in his school. He is settled, and happy, and coming home with interesting pictures, songs and the odd fact. His teacher and TA show great kindness and patience and are great at communicating with us and I am delighted to leave him in their care.

The only criticism I would make of the school is the reading scheme. Every time DS1 brings his book home I look at the publication date. Sometimes they were published before I started school. It's not the date that's the problem per se (although the 80s clothes in the pictures give us a giggle), but the fact it's a look-and-say scheme that troubles me, when they're learning phonics in class. So we do phonics books at home to compensate, after DS1 threw his book at the wall after trying to sound out "out" then "couldn't" when he hadn't covered the sounds in class.

17 in his class, not school!

I haven't got time to read 140 posts but add me to the list. As for what to do about it? Unfortunately, I have found dd's primary just don't care - one of the things I'm dissatisfied about!

In terms of staffing, Jen, it is important to remeber that often, primary schools will have one TA across the school. Also, many TAs these days also double up as lunchtime supervisors to bump up their appalling wages so aren't available at lunchtime anyway.

Oh, and we are often in at 7.30 in the primary sector too you know. In fact, as I have taught in both and have no axe to grind I can honestly say I saw far more 'arriving as the kids do' in secondary than I ever saw in primary. In primary, I think the latest anyone arrived was about 8.15 with the vast majority in before 8am for a 9am start.

I also remember how often I tried to contact someone at the local secondary with regards transition and couldn't get hold of them even though it wasn't even 5pm yet!

I'm not playing oneupmanship. As I said, I've worked in both sectors. Far, far more marking in secondary (I taught English) but it was nice to have a change over every hour. Oh and to have free periods! Though the advent of PPA in primary has helped counter that somewhat.

The biggest difference I found was that the kids I was teaching at KS3 were streamed which makes the lesson more effective. It is hard going with a class of 34 Y6s when you are trying to teach some how to use the passive voice and how this can manipulate a sentence whilst you also have one or two others who still don't know what a verb is.

Differentiation and making sure all children are actively included in each lesson is definitely far harder at primary level.

But hey, I'm now happy as can be as a TA. I still get to teach lots, which I love, but I no longer need to have anything to do with the politics or the paperwork. I'm fortunate not to need the money so it's win win for me!

People generally only start threads because they are unhappy about something. Very few people will start a thread saying 'I love my dds primary...'

However, I do believe that parents are over anxious. (As if an old reading book is going to stop a child learning to read!)

Some anxieties are because they don't actually know what is going on in school. Perhaps some schools don't communicate enough.

I do love my children's school. It's not a popular one (not a middle class intake) but we have brand new reading books regularly changed, good communication and no making a child read every single book. Shame the locals (at the popular school) don't realise! (They're too busy grumbling about the school they cut off their arm to get into!)

As far as I am concerned the main problem is resourcing and the inevitable need to prioritise. Especially in the early years when levels are so based on development and so you have such a huge range.

My children's teachers seem to know them really well and the children are happy overall. But I do get concerned with the quality of their education as the teacher does struggle with a lot of things, and they are pretty open about it. Like hearing the children read every week; or progressing the most able ones, to mention just a couple.

Of course the teachers are not magicians and they do what they can; but I still wish my children got more out of their time at school in terms of tailored learning and opportunities, even at a young age. I think this is a legitimate concern.

Finally, for those who are going to say it, of course we read/write/do extra curricular stuff at home; but I wouldn't feel so urged to do it most nights, if I wasn't painfully aware that it is more than just reinforcing at home, but often supplementing.

I have to say I have mixed feelings about my dc's Primary School. I think many of the teacher's are brilliant and do a really good job. However, as in all occupations I believe some teacher's are not quite so good as others. This became apparent when ds1 was in a mixed year class where he was in the younger age group. He seems to finish that year behind those in the straight year class. I have nothing against individual teacher. All the children loved her but I still think a mixed year class with 30 children was too much for her. He seems to be making much better progress now in a straight year group class.
I do also think its unfair that some schools have full intake of 30 children whilst smaller schools may only have 15 in class. No wonder small village schools are better.
I have to say that my experience of Early Years at the has been fantastic too. Especiall for ds2 who is thriving academically. He is still struggling with toileting issues so I guess that make me a bad parent!

Sorry small village are generally better.

Builder: "As if an old reading book is going to stop a child learning to read"

I have come across a number of phonics threads on here in the past and noticed phonics experts expressing dismay at old ORT reading books being used in schools, and I have to admit that I initially felt much the same way as you. However, having been into dd's school to hear the children read, it is very obvious how much confusion can be caused for some children, when on the one hand they are being taught the rules of synthetic phonics in a very systematic way, and on the other are being expected to handle a lot of words which they cannot possibly decode using the knowledge they have been given.

It is generally no problem for the more able readers who are obviously getting support from their parents, but is an issue for those whose parents don't/can't read with them at home, especially when reading time within school is so limited.

Agree also with all of emy72's post.

ZephirineD - you are probably right.

My experience is of my own children who learned to read very quickly. However, for many children, lack of consistency in teaching may be the final straw for them and their parents. Apologies if I was too strident.

Actually, our school has beautiful reading books!

It is generally no problem for the more able readers who are obviously getting support from their parents

Kids can be getting loads of support from outside the school and make no progress.

And kids can make progress without parental support.

Parental support, quality of teaching, quality of reading books are only some of the many many factors which effect how quickly a child learns to read.

Indigo I would think that depends to a large extent on how much time they are able to devote to teaching reading within the school. If they are not getting much inside and nothing outside either then clearly they are not going to make much progress.

No, it really doesn't work like that.

You seem to be assuming that kids make progress in Reading after X hours. But that's not true. Some kids pick Reading up very very easily - some learn to read without any Reading instuction at all.

While others never learn to read. Or take a thousand times more hours to learn than others.

Like I said, there are many many factors involved as to how quickly a child learns to read. Amount of time reading, and amount of time being taught to read are only 2 of the factors.