Parents evening advice please! <teachers welcome!>

[Becaroooo]

So. Its PE tonight

Ds1 is 8 and in Y4 and is severely dyslexic (dx last year).

My, however, question is re: numeracy.

Ds1 has always been "better" at numercay than literacy (obv!) although he is still on the lowest ability table.

Thing is, he is finding his homework really easy...he literally completes it in 90 seconds/2 mins. Does that sound right? I realise its counterproductive to give a child work they find too hard but I reaaly think he needs more challenging work.

I want to broach it at PE but dont want to sound...."wanky" IYSWIM?

I would rather he stay on his table and be happy but I do wonder how likely it is that they would move him? Is it common?

wwyd?

Yes, they should be open to moving him, they should always be open to that.

Hype it up as playing to his strength, if he has something he feels very confident at then it's useful to build on that to give him more and more confidence at it, making him more confident about tackling the stuff that doesn't come so easily to him.

Either that or be grateful that maths homework isn't a battle in your house! :)

If you get no joy, try to find other ways to help him extend his Maths knowledge outside of school. We had a set of books similar to these from the Book People. Or you could read this book to give you ideas of ways to develop his Maths.

Homework is a difficult one as it doesn't always reflect what he's doing in the classroom. He maybe more challenged at school because obviously the school want him to progress. Striking the balance with homework is hard as you don't want to demoralise a child (particularly one working at the bottom of the group). I would have a look at his class work and tell the teacher about how quickly he does the homework. Ask what his target's are and how you can support him at home to meet them. Hths

Thank you all.

At this last PE (Oct last year) I was told they felt he would achieve a 3b by end of Y4 (which I think is what he "should" be?) If that turns out to be the case, should he still be on the lowest ability table?

Sorry if these are really obvious questions but I have never really understood the whol streaming system in primary tbh.

He often tells me (like today) that on his table he was working alone and completed his work quickly whilst the other kids were working in groups and didnt finish?

It does sound as if, because your son is on the lowest ability table for Literacy, he has also been left on the lowest ability table for maths too, which shouldn't really happen. If a school does use ability groups, they should have different groups for maths and literacy ( and indeed even different groups for different maths topics, some children find there is a huge difference in their understanding of number and of shape and space). You could ask whether the children are set by maths ability groups and, if so whether the lowest group actually matches your sons ability.

I would bear a few things in mind:

1. teachers don't talk about the lowest ability table. If your DS is saying he is on the lowest table, it might just be his judgement, rather than actual fact.

2. all class work is streamed. We would be ripped to shreds by OFSTED if it weren't. Most schools differentiate their work three ways. My school used to differentiate 5 ways, but it was decided that this was far too much work and so unrealistic.

3. I have children on my second to bottom table who could be on the middle table or higher. They aren't though, as they need additional adult support. My bottom 2 tables tend to have either myself or my TA working with them most lessons. If these kids were on the independent tables, they'd do nothing.

4. 3b is the average expected for the end of year 4. His year group might be of a very high standard, though. My class is- I had to predict how many of my class would be a 2a by the end of the year (average for year 3) and I estimated 93%. That's ridiculously high, in my eyes.

5. the best indication of progress isn't made by comparing him to other children. Compare it to his own progress. If he was a 2b at the end of year 2, and is predicted to be a 3b by the end of year 4, he has made the correct progress. He should have moved a level.

6. some children have different strengths, even in the same subject. One of my lowest ability children is able to round mixed numbers to the nearest 100, which was the top ability group's work. Sometimes he shoots ahead from the rest of the group, and sometimes he needs a lot of support.

7. as for homework- teachers cannot set homework which will move learning on. Homework is not compulsory in primary schools, and not all children do it. If the homework is crucial to the class learning, some children will disadvantaged due to their home situation. Homework is supposed to consolidate. Different teachers feel different ways about it, but personally I think it should be able to be completed independently.

Thanks again...some interesting points juniper

Back from PE and am really happy to tell you that ds1 has moved from a 2c to a 3c for numeracy since the end of Y3!!!! In fact they think that he has made more progress since he was assessed (dec) so think he is prob more a 3b

They have been wondering whether to move him but we have all agreed he is better where he is for now...I know I sound awful but him being "the best" at something is doing wonders for his self esteem

I have asked re: homework and they are happy for ds1 to do some of the work of the other table if he can/wants to.

snowball That is my worry tbh.

If he continue to make progess (fingers crossed) I will make sure I have a word with the Y5 teacher re: maths groups when the time comes.