Advice on DC being put in bottom set in Y2 - this doesn't feel right

[bowerbird]

OK, MNers, really need some advice. My DD is in Y2. I wouldn't say she's a genius, but she's very bright with a huge imagination. She makes up plays and stories and composes songs. We read to her/with her all the time, every day. We go to the library once a week at least and she loves books.

The mechanics of reading have been a challenge for her for part of this year, but I decided not to get too neurotic about it, and thought she'd just grow into it. Suddenly in January something clicked and her reading really took off. Since then it's been steady progress through ORT and others, and she's now reading easy chapter books, such as the Battersea Dogs Home and Horrid Henry series.

Anyway, her teacher is competent, but I do feel that she doesn't "get" my DC and only sees her in a particular way (i.e. a lot less able than she is). I've had three meetings with this teacher about DD's progress, trying to be respectful and cooperative and always asking for her advice on what to work on blah blah blah.

Today DD came home upset that she has been moved to the bottom (like, the absolute bottom) set. As I'm sure you all know, they can dress it up all they like, but kids know which table is the bottom table. I feel this cannot be right, that somehow a huge mis-assessment has happened. I know what she does at home and it bears absolutely no relation to what she's being asked to do at school. I feel this is wrong and detrimental to her confidence and education.

Either 1) it's the teacher's problem in that she doesn't see the child in front of her or 2) it's my DD's problem, in that somehow she isn't showing what she's capable of. If it's the latter, then it's still in some sense the teacher's problem.

What to do? Talk to the head? Has anyone been in a similar position? Isn't it risky to do this, as it could backfire on my child? I could flexi-school (home-school on a part-time basis) till the end of the year and hope that next years teacher will be very different.

Sorry for length of post but didn't want to drip. Any wisdom, advice, suggestions gratefully received.

You could talk to the teacher about it and see what the reasoning is.

However you do need to realise the bottom table in one form isn't the bottom in another. Having seen parallel forms where the bottom table in one form can be lower middle in the other.

Also sometimes a child can actually come on better on the bottom table, because they often focus more on the bottom than the next to bottom and give them extra help.

Is she in a high ability year group OP?

Has the teacher given you any idea about her current levels?

DeWe I know the level on the bottom table and I don't believe she would come on better. She'd be bored to tears.

BTW she is on the next to bottom table in maths which is fine by me as she's getting the help she needs. Please please accept this isn't a pushy mum post.

Iam - no idea if high ability year group - my educated guess is no. Whenever I discuss levels with teacher (I've done it three times) - I gulp and simply do not recognise the child she is describing. Some of the stuff she says DD needs help with (all the narrative understanding and comprehension) she's been doing since nursery!

If your DC can't show their ability, then the teacher will think he/she can't do it. Perhaps chat to the teacher about the discrepancy between home and school and what can be done about it? Explain the types of book she can read and see if the teacher has any strategies for encouraging her. DD got very discouraged in yr r and went backwards academically in some ways, but the teacher and I didn't really get to the bottom of why, although we agreed she was!. But now in yr 1 she is recovering well and back on course with reading and writing. Possibly a change of teacher next year may help, it has really helped my DD.

Anthony how do you backwards academically ... in reception?

Our bottom table in Literacy in y2 has readers ranging from blue to turquoise but what they have in common is their difficulty in writing skills. They all have different areas that need improving, e.g. basic sentence structure, readable writing, concentration, confidence, ideas. An adult usually supports this group and they get moved up when they show signs of improvement and an ability to work independently. The work they are asked to do is usually the same as the next group up and possibly ones above that.

Hopefully the bottom group in your class isn't where they sling the no-hopers and leave them to get on with it.
Try and pin down exactly what needs improving and how you can help.