Reception reading: is this slow going or the norm?

[Catz]

DD (4.2 so one of the youngest) started reception a couple of weeks ago. We had a parents meeting on Friday to explain how they'll teach reading. This amounts to teaching two sounds a week (so this week it's 's' and 'a') and doing lots of activities around those sounds and then also learning two words ('the' and 'are' were examples they gave). They'll also read to the teacher or assistant once a week and we can change books whenever we want (but only from the 'pink' box). They are starting on pink and some children get to 'yellow' by the end of the year.

Does that sound normal, because coming from outside it sounds very slow. Quite a few of us coming out felt our children could already do more than they are aiming for by the end of reception. Almost all the children went to the preschool in the village where they've done 'letter of the week' for ages and seem very confident with letters. Most had reading books and read with the teacher at pre-school too. Glancing at the yellow box I can see books she's had from the library and reads with no problems. Obviously I've not quizzed people on their children's reading ability but a fair few have mentioned that their children are reading. In fact we were on a train with one the other day (one of the oldest, already 5) who spontaneously read out the train's customer complaints policy off a leaflet with no problems!

I'm not worried for the moment as really I'd rather she wasn't at full time school this young and am quite happy if she is confident and makes friends. However, there is a general feeling in the village that the school doesn't really get the results it could from the children given a relatively 'easy' catchment area with high parental education and involvement, so I'm slightly anxious about having made the right choice long term.

Thanks!

I had no idea what the teacher was doing with them in reception. DD progressed at her pace and I taught and re-inforced various sounds when I read with her.

imagine your reception child struggles with "s" (usually the first sound taught) do you think she shouldn't be taught any other sounds until she masters "s" even if it takes all year or do you think she should have the opportunity to learn other phonemes while continuing to work on learning "s" ?

So no home school working together epeems ?

Just as a matter of interest; Sue Lloyd, who co-wrote the Jolly Phonics programme, was an SEN teacher, so she was well acquainted with the capabilities of the slowest to learn children. The reason Jolly Phonics teaches 4 - 6 sounds a week is that she and her co-author found this was the effective pace for teaching the sounds to all children.

DS only doing 2 sounds a week as well so after 3 weeks only done s,a,t,p,i,n He already knows them so haven't been that bothered but sounds like most schools go quicker which is a concern.

Thank you again. Yes, it is a bit of a concern if it is a long term approach rather than a gentle introduction. Our school does have a bit of a reputation in the village (and in OFSTED) for being nice and nurturing and doing fine by the kids but not really getting as much as it could out of them, especially the most able. There are a lot of positives there but am slightly concerned...