A question on report marking Y2

[Bonsoir]

I am interested in what report marking scheme schools in England use and how they link it to NC levels as reported after KS2 SATS.

What does a child need to achieve in order to get an A (or whatever the highest mark is)?

Of course, Feenie because SEN don't exist and all children are able to read AND appreciate the marvellous works of Dryden if only their leftie sandal wearing teachers would do their job properly

Hi Simpson - introducing a foreign language at 7 is the one thing I liked in the proposals. Britain really lags behind the rest of europe on the languages front & for a more able child I can't think a better 'sideways extension,' (which might not exist much elsewhere according to the plan). Admittedly it is quite hard to implement with small children, (my dcs school had troubles last year with kids forgetting which language to answer questions in lol)!

I don't think they are intending to dual teach in both languages or anything though, so a lot of foreign languages with young kids would only be verbal. But if you're exposed to another language young enough kids can often learn to talk it without an accent & learning one young, opens up that part of the brain so it's a lot easier to learn another later. (I'm looking into all this at the mo - can you tell)!

Innit.

Ahem - that was to pointythings, obv.

Jocyn I think another language would be fab for my own two kids but I just cannot get my head around a child who struggles to read and write and then has another language to deal with iyswim.

Another way to widen the gap between able kids and the ones who struggle

As Feenie says collision the children will be there but they won't be regarded as SEN and chances are they won't have you ...unless their needs are extremely serious

Simpson - its highly unlikely there are no kids with SEN in your DCs class. Should be about 20-30%

Gove is not proposing to get of most SEN. Stop scaremongering.

He is proposing that kids who are behind because they don't attend school, or because they're abused at home, or because they're summer born, don't get put on the SEN register. At the moment it's really not clear who should and shouldn't be on the register. If you attend a handwriting intervention - should you be on the register? At the moment different schools will have different opinions.

I think he is proposing that kids who don't get core stuff are provided intensive catch up tuition (in school time) to help them catch up - as early and quickly as possible. This is a great idea - but will cost lots of money.

Mrz - your son was badly failed. Nobody made him write in primary school. Don't you think addressing his problems in R or Y1 would have been better?

(I don't agree with languages though :) curriculum is already overcrowded)

I am not saying there are no kids on the SEN register because there are no kids with SEN there are at least 2 that should be I think.....

(I read with the class)

My concern is that if there are children who need extra help with reading/writing the best thing is NOT to teach them another language from 7???

How is that scaremongering???

Simpson - sorry, it wasn't you I was accusing of scaremongering.

I was talking about the response, from lots of people, to the new SEN green paper.

Oh sorry indigo

You know, its enough to make me weep

My son has severe dyslexia that we have had to fight tooth and nail to get the school to acknowledge. (Not that its done us much good tbh, he gets no 1-1 or specialist dyslexia intervention)

He does French on a weds pm which he hates. He hates it because he doesnt yet understand how english words and sentances work and I - personally - would much prefer the school work on his english skills before he undertakes trying to learn a foreign language!!!!!

The whole thing about summer borns not being classed as sen infuriates me! This is what the senco at his old school said to me when I raised concerns when ds1 was 5...ds1 is summer born and the difference between him and my 3 year old sept born ds2 is incredible...I look back on ds1's early years and wonder why I didnt see his very obvious sen.

It just seems a one size fits all policy yet again from this govt.

sigh...

Sorry Indigo but the idea is to remove children from the register ...if they have a learning need rather than a profound or multiple health needs or disabilities. Of course schools should still support these children but they will no longer appear as statistics. So in one swoop 21% SEN nationally becomes 2.7%

So atm is the problem that those children who are just low achievers are being classed as SEN when they are not really SEN?

I am a TA in Y2 and usually work with the 'SEN' table. Realistically I would say that we only really have 2 SEN children but I work with the lower achieving ones too.

mrz - when you say they wont have me, what do you mean?

Collision,

In many schools, the money for TAs comes from extra money that schools were given because of the children with SEN. For example, a child with a statement of SEN would come with funding for some hours of TA time ... and by putting this together with a little bit of extra money from here and there, a TA post can be created.

My understanding is that it has become more complicated recently, as the money was delegated to schools en bloc rather than being specifically 'now here is your money for child x, and here it is for child y' but I think (willing to be corrected) that it is still the case that schools with very high propertions of SEN get extra funding.

So no children with SEN = less money for schools = the dilemma of what to cut to make the books balance...and TAs may well be one area, because they were the people most directly funded from the SEN money IYSWIM.

I think funding is not quite that simple.

Statemented kids come with money. But there always have been very few statemented kids.

The rest of the money does not come from the number of kids on the SEN register.

Each LEA has a certain amount of money to spend on education. They then decide the funding formula they will use to split the money between all the schools.

AFAIK my LEA decided the funding formula in a meeting with all the HTs. And the funding was based on head count and cohort banding. We have some banding thing where schools are on a band of A to F depending on their cohort. So not just so simple as to how many FSM kids, but also taking into account the demographics of the community. Ie average education of parents and average wage of parents etc, etc.

So the HTs between themselves have agreed that schools in band A gets X per kid and schools in band F get Y per kid.

Some money is also designated SEN budget. But I'm not sure if it's related to how many kids are on the SEN register, or school size, or school banding......

Now if the total pot of money the LEA has to spend on education shrinks then obviously each school gets less money. But if the total pot doesn't shrink but the number of kids on the SEN register does - then next year the funding formula will be different, but the HTers will still try to split the money as fairly as they can......

So it is the education budget shrinking which is the concern, not how many kids are designated to have SEN.

Some quite closed-minded views on languages and SEN - my DS(8) has severe dyslexia and can barely read or write English, but they are taught French in school (only spoken) and he is far and away the best in the class - it is the only A he ever gets on a report card. You can be SEN and a linguist