Y2 and DS is back on the book he had at the end of reception

[yellowkiwi]

I'm hopeless at going into school to complain so I'm hoping venting here will either make me realise it doesn't matter in the grand scheme of things or calm down. DS had a fantastic year in Reception. He did very well and was given 9s for reading, maths and writing. At the beginning of Y1 a parent helper told me he had been moved down a bit in his reading as he seemed to be finding things a bit tricky. He is now in Y2 and has just brought home the same book that he was reading at the end of Reception. His reading age at the beginning of Year 1 was 8.0 and now it is 8.6 - still good but shouldn't an able child make at least a year's progress in a year?

Don't even get me started on his writing! In Reception the school recommended he be referred to an OT and after he finally had an assessment I took the report to school. We had a month to get back to the OT if we wanted more help or advice but the school never got back to me or put in place any of the recommendations. Didn't even return the report to me until I wrote and asked for it back. Now he is complaining that he spent most of his maths lesson today writing the title. The teachers know he has problems with his fine motor control so why haven't they done anything about it and why are they allowing this to get in the way of his maths?

The thing is he has the same teachers this year as last year. About half way through last year I did mention my concerns about his reading but they fobbed me off saying he was doing fine.

Thanks for reading and any advice would be appreciated.

I would be very concerned by all of what you've said :(

That sounds really worrying. I think there is a lot of politics surrounding reading and schools and went through a similar thing with the reading myself.

My DD did really well at her reading in reception. She got on to Purple level by the January and was on gold by the end of reception.

By the time we moved in year 1, she was on white and getting ready for lime. I was told that she was able to read fiction lime but not non fiction. But at the new school, I was told that the teacher had assessed her reading and she was put on turquoise. (A level she read in the first term at reception). I went in and asked if there was a problem with her reading as she had been put back to a level she had read in the first term of reception. They put her up to Purple and then quickly to Gold, and she moved through to white relatively quickly.

She then spent the whole of year 2 on lime, and now she is in year 3, she has suddenly jumped to black. I have no idea what this is, but she has gone from the boring scheme books to reading proper children's stories - things like Clever Polly and the stupid wolf.

As far as I can see, she hasn't had a massive jump in her abilities, she barely read over the summer but there's a huge jump in the type and style of books she is now being given. The only thing I can explain it is the political whims of the teachers.

I think in your situation you would be more than justified in going in to school and asking the teacher whether there is a problem with your child's reading and why he has been put back to books he read in reception. In the mean time, just give him lots of books to read outside of school.

I would also get arsey about his recommendations. If you don't want to complain, you could go in and ask to see his ILP and what they're doing about it?

Sorry, it sounds really shitty.

Don't forget though, that children 'read' very differently in Reception to y2. In Reception, there is a lot of learning of the text in different ways and the children aren't usually 'reading'. Instead they are remembering the text, using picture clues, remembering which way to hold the book/turn the pages etc.

By year 2 they are actually reading and decoding the text rather than remembering it. My own daughter staunchly refuses to let go of her vast collection of her "That's not my..." books as she says "But Mummy, I can read them PROPERLY now."

yes but 2kidsintow even in reception if you're on turquoise level there's no question that you're actually reading...

2 kids, not in my DDs case. By the time she was 5, she had been reading for two years and was able to read small chapter books (like the annoying fairy ones) with no pictures in at all. And yes, she did definitely understand the text.

Thanks, I'm glad other people think I would be justified in going in to the school. The type of books he was on at the end of Reception (and is back on now) are a precusor to chapter books. He was definitely decoding back then and not just reading from memory.

The problem for me is that he doesn't really want to read or write at home so I'm relying on the school.

Does your DS mind, or has he even noticed? You say he doesn't want to read or write at home so maybe he's not reading at school either and they've put him 'back' to try and rebuild his confidence.

The writing thing needs to be addressed though so I'd be having words about that

Hi Yellowkiki

I have had something very similar happen and it made me furious. My solution was to write in the reading diary Why are you giving my DD this book again, she had this at the end of YR? I chose ink, so they couldn't alter it - and the result was an immediate request for a meeting. (the diaries are inspected by HT and OFSTED).

I would recommend three things:

1. Keep an open mind/ cool temper. It may be the whole class is reading this book for various whole class excercises which may also include writing. So there could be a logical explanation.

2. Keep track of what is assigned. I kept a log book of how often books were repeated. It was great fun to quiz the teachers about how many weeks of repeated reading material they thought my daughter had had in the last 6 months. They thought maybe 1 or 2 weeks. They weren't pleased when I could fully document 12 full weeks (including holidays) of repeated reading material.

3. Make the argument that you need more variety. See if you can check out books from the school library or possibly start regularly going to the local library. There are also e-books on-line you can try as well. It may be that you need to start creating more opportunities for reading. Also don't rule out things like comic books. Boys respond well to them and it also includes reading by stealth, sometimes with very complicated vocabulary. I personally was overjoyed when my eldest DD (a huge Pokemon fan) said - Oh Mom, you won't believe what happened today, my arch nemesis.... I stopped listening after arch nemesis - I was just so pleased with the use of new vocabulary.

It sounds like you are concerned - so I think you should just be open with the school. Whatever else an age 8 reading level at the start of Y2 is good going - so your solutions are to find more and interesting books if the school isn't willing. Get going to the library and look for recommendations from friends, newspapers, radio programmes, etc...

same situation. Son can read since 3, and already reading little chapter books end of reception year. First week in year 1, found book back to easy picture books.

Reminded the teacher, being told son chose the book himself as he wanted to read picture books and son should read the book he enjoyed. Thought teachers are supposed to encourage/stretch children!

Not totally convinced with the results. Still wondering if any better approach. Not sure about the diary approach, will the teacher hold this against the child?

Not sure if this could have anything to do with it, but a good friend of mine is Head of Year (KS2) and spends the first term or two taking most of the kids in her year back a few stages with their reading books. She does this because everyone in KS2 (teachers, parents) are very keen to get their children to move on from one stage to another too quickly.

They end up being abe to read, but not always understanding the comprehension of what they have actually read. My sister is a year 2 teacher and she regularly has to do the same with children that come to her from Year 1.

Just a thought.