Should a school be doing anything extra for a child with advanced literacy skills?

[Aranea]

I'm just wondering what is sensible and reasonable to expect. My dd is in Y2. Last year she was assessed by the Educational Psychologist (the SENCo organised this as there have been concerns about possible dyspraxia) and the EP was apparently quite blown away by her. I'm told they had a great chat, and she came out as quite ahead in almost all areas but particularly in literacy where at the time (aged 6 in Y1) she had a reading age of 10.5 and other verbal/comprehension skills to match.

The SENCo and her teacher were lovely, really positive about her, and her teacher was imaginative about extending her in school and encouraging her. She said that she thought dd would really benefit from a book discussion group or similar, and organised for her to meet weekly with a child in Y5 to read and discuss books together. I was delighted and dd loved it.

This relationship with the older child is supposed to be continuing this year, but so far in Y2 I think they have actually met about 4 times. Dd has been doing a bit of reading/discussing with a student teacher, but she has now left. DD was quite tearful about this as she has so much loved being able to discuss texts. So I went to ask this year's class teacher whether the sessions with the older child would be resuming. She said that the reason it hadn't been happening was that she kept forgetting to remind the other child's teacher on the appropriate day and that it wasn't at the top of her list of things to do in the morning, what with lesson plans etc.

I think it's very sad that the teacher doesn't seem to see it as a priority, especially since there seems to be no reason for it not to happen other than just forgetting to organise it.

I don't want to be too pushy with the teacher but I was wondering whether it would be sensible to ask the deputy head what provision the school might make for dd next year, bearing in mind that this doesn't really seem to have worked as it should. But would I be overstepping the mark? Would you expect a school to provide extension/enrichment for an advanced child or is it not generally expected?

" As the mother of the older child concerned I would feel a bit miffed that he or she was being used as essentially a TA to your DD; what did they get out of it?"

Oh, I don't know. How about generosity of spirit? Sharing? A glimpse what it's like to be a teacher? Improved self esteem? A sense of achievement? Kindness? Patience? Fun? Unselfishness? And that's just for starters.

I meant that the OP has put across a one-sided view of the situation ie. my DD was enjoying the sessions, it was good to stretch her, it's not fair that they have stopped. I am saying that there must be a reason why they have stopped and I don't think the OP sees it from any other angle other than disadvantaging her DD.

Maybe someone in G&T might have some different suggestions?

It's nice to hear that not everyone regards the interaction between older and younger children as a chore for the older one.

TBH I'm not wondering why the sessions haven't been happening - the teacher has explained the reasons and told me that she is going to try to ensure that they do happen. I've been given the impression by the school that it is a positive thing for all concerned.

I was really wondering whether in the future I should be expecting anything at all. Obviously I can do things at home with my dd, and I do - that's just part of family life, isn't it? What I don't know is whether a school would normally be expected to do anything extra. From a lot of your responses I guess the answer is no.

It is a positive thing for all concerned. We do this at our school and we have negative views from some parents too. We tend to smile sweetly and carry on!

Where did I say it was a chore?

I simply mean it has to be be beneficial for both parties, and if it's stopped then you've got to ask why.

That's all.

My DS1 is/was also "massively ahead" (at 7 is reading age was about 14) in terms of literacy (reading/writing/comprehension). However, it was not considered to be unusual as there were several other boys who were at a similar level. The school did not do anything special with them - just gave them more complicated books and expected more of the work they had to do (book reports and comprehension work).

Despite not being given any additional work, he has moved along nicely and has never complained of being "bored" - perhaps because he does not see his reading/writing ability as something for which he deserves special treatment?

Thqt's not actually what you said, Iamnotinterested. You said you would be "a bit miffed" if your child was involved in an arrangement like this. "Being used as a TA" were your words.

Resonsibilities twards younger DC was always a huge part of DC's prep school. And to be hinest the older ones saw it as a great privilege. They became very fond of their charges. Not only did they read with them etc, they also sat with them during house assemblies and generally watched out for them.

Both my DC cheered their charges on at sports day etc and received lovely little home made gifts and cards from them at xmas etc. It was never a chore and had a lot of benefit for the older DC.

Oh whatever.

As a parent I would want to know how the arrangement impacted on my child's education. Is the older child missing lessons in this arrangement ...if so I would be concerned.

I was always concerned about the way older children are expected to work with the younger children etc but I have been reassured by many teachers/parents that it is beneficial to both sides if done in the right way.

I saw it as an easy option - ie get the brighter child to help the less able children to catch up so the teachers do not actually need to set additional work to push the more able children but in reality I guess it promotes valuable social skills etc.

My 3 year old DS is in pre-prep at a small independant school and the Senior boys go into their class to read to them occasionally, I can't see how something like this would affect their learning but if they were missing regular lessons then I suppose it would but in this case I think it is in addition to their normal lessons. My 3 year old loved it and apparently the older boys enjoy having the responsiblity so it must work all round!

My friend's dog listens to readers in one school near us- apparently it does wonders for reluctant qnd nervous readers. Not sure what he writes in the reading records though!

I wrote a long post but my computer crashed... The short answer to OP question in my opinion is that it would be unreasonable to speak to the deputy head about this. Here's why.

I have a son with a diagnosed, monitored learning difficulty (dyspraxia, coincidentally) and severe developmental verbal dysraxia. It took us 5 months to get him to be assessed by an occupational therapist at school. 5 months. We still don't know what will come out of it as we haven't seen the report. There is no budget at the moment, teachers have to prioritise and I do hope that teachers and schools will have the sense to provide resources where they are needed most, ie for children who have learning difficulties, dissabilities, etc. Not for children who are actually doing well. I see your point, in an ideal world (and under a non-conservative budget slashing government) it would be great if children who are more advanced than others could have extra resources, but in our real world today, the bucket is near empty and I do hope that schools and teachers will give priorities to children who need it.

I'll give you an example. DS goes to a small school, and I asked the PTA if they would consider giving a certain amount of money every year for special tools, computer programmes, toys, special books and/or equipment for the Senco to use at her disposal for children with learning difficulties and dissabilities. To buy a few 'extras' if you want. One of the mums asked (wisely) isn't there a budget for that? and the Senco, who was at the meeting, laughed. The budgets have been so cut back that they can't even cover the basics. DS is on a 'school action plus' programme which I think is being re-named, and he might not be given any support next year because there will be no money and that also translates in no time, no resources, and no support.

If your daughter is doing exceptionally well at school, what I would suggest is that you speak to the teacher about it, write down some special objectives for your DD, and work together to keep her interested in school.

If a child is G&T, that's different, there are resources available and so there should be. But from a teaching and support perspective, I can't think of a good reason why a child who is advanced and actually happy and doing well should be given priority, certainly not priority over children who actually need the extra help.