Q about first school report, can anyone help, please?

[Eggrules]

We had a parent's evening for (YR) DS at Easter. His teacher said he was making good progress and would be given 8 or 9 on most the EYFS milestones. She did not give details or examples. I'm not sure I agree with this assessment and don't know what to expect from a first report. Will he be assessed at NC level if that is appropriate?

There won't be a parent's evening or a pre-arranged opportunity to discuss the contents. The reports are given out and the will be an open evening two days evening. This is an hour after school for all the DC and parents (a whole different issue).

School assumes that parents are up on lingo and this can make it confusing when getting feedback. I know from Google/MN that RML is more likely to mean Ruth Miskin Literacy than Ray Mallock Ltd (motorsports racing team and engineering company). Currently, things feel very rushed. By the time I understand what they are talking about the conversation is over. OFSTED are due imminently and understandably they do not have time to meet and I wouldn't ask.

I am happy with his progress. He struggled last year and is now doing really well. I want to understand where he is at and what I can do to support him. BTW DH thinks school reports for infant school DC are a waste of time.

TIA

I wouldn't imagine they will give your DS a NC level as far as I know they can only give up to a 9 which means working above EY levels - I may be wrong? This doesn't mean they aren't giving him work above EYs level though.

My DS was getting mainly 9's at end of YR but was assessed as level 2's early in Y1 so I would assume that he was working at level 1's in YR (his reading book was a 2B I think in YR but he was only recorded as level 9 for reading).

His report should detail all the early learning goals and whether he has achieved them or not. As PP says - a "9" indicates he is working above the level of the early years goals. It is not normal in Reception to assess against NC levels.

However, when he starts Y1, he will be assessed against NC levels, so you can always ask for his level on entry. I will say that there is a jump from early years goals to NC Levels (they are completely different measures). My DD had a Reception report full of 8s and 9s, but was still working below a 1c in some areas.

Why don't you agree with his assessments?? Too high or too low??

There must be a chance to talk to the teacher about the reports (by law I think).

I am going to be in the same situation as you this time next year, so will watch this thread with interest!! DD is due to start reception in sept from already being in the nursery attached to the school and luckily she is having the same teacher next yr. she has already assessed DD has having two 9s so I wonder who will assess her in reception if the teacher can only go to EYFS iyswim.

His initial assessment in YR seemed to test what should be expected at the start of school but not the entire picture. For example they checked his knowledge of 2d shapes but not if he knew 3d shapes. I understand that they need to be able to achieve all scales between 1-9 to be rated 9. When I get his report I will be very surprised if he scores 9 for reading as he is not a free-reader. I would understand a 9 for 'Numbers as labels and for counting' - it doesn't seems as challenging (imho). I think they are marking him a little too high.

He has been working with Y1 since Oct for sound group. He will be going into a mixed Y1/2 class next year. I was hoping an NC level would give better indication of his progress.

The open evening will be the formal opportunity (I think).

Last year, I felt shocked and guilty about how behind his peers he was with regard to writing. I want to make sure I know what to expect and how to help him so that sort of thing doesn't happen again.

Changing to NC levels will mean a whole new set of targets and terminology to understand (sigh). It is all so different from the olden times when I went to school. If he isn't working at below Y1 in all areas, that it totally fine by me. I hope there is a parent's evening early next year.

I am happy with his progress. He struggled last year

Last year, I felt shocked and guilty about how behind his peers he was with regard to writing.

If he's in reception now, are you talking about when he was in the nursery!!?

Anyway, back to the report-if he's a 9, although they shouldn't be directly converted to NC levels, that would be converted into a 1c on the schools tracking data (if it's the same as ours, anyway). The school won't necessarily report these levels to you though until the end of KS1, unless you ask.

Why don't you agree with the teacher's assessment-do you think he's better or worse than that? Why does your DH think KS1 reports are a waste of time!!?

But they don't need to be a free reader to score 9 for reading. They need to be able to read their own choice of book with some degree of accuracy and fluency. That is far from being a free reader.

But they don't need to be a free reader to score 9 for reading. They need to be able to read their own choice of book with some degree of accuracy and fluency. That is far from being a free reader.

WSS

It was when he was in nursery. In context, he was in a private nursery since he was 6 months old. We received 15 hours early years from when he was 3 and he should have been working towards EYFS targets. He was very unhappy for more than 6 months and I was made redundant and so he left. He started the nursery attached to the school for the last 7 weeks of the academic year. In their opinion, he has received no formal educational type support. Although bright, he was behind his peers, very much so in some areas. I was at fault for assuming nursery were doing what they were supposed to be. I know this is colouring my view of this situation. I don't want him to be ahead of where he should be. I do want him to be happy and making progress.

YR assessment at Easter was that he was achieving scale points 8-9. It think this is generous. He is a strong reader and will receive 9 for this (the only rating I am sure of). For scale 9 Reading it states - 'Reads books of own choice with some fluency and accuracy'. He is reading ORT level books and so so should receive an 8 and not a 9 imho. If not a free reader then then shouldn't there be an ORT/ reading level attached to this scale?

He has settled in well and has made great progress. That is all DH needs to know.

And for reference my child who left reception on level 5 ORT didn't score 9 but my child who left on level 3 ORT did.

What ORT level is he?

! What do all these NC EY things stand for? !

caffeinated that really confuses me. I suppose there was a difference in comprehension?

The is a level of subjectivity in how the levels are interpreted. I think DS is able to demonstrate his abilities in school, this may not be the case for all DC.

Having read your last post my dc1 didn't get a 9 despite being an able reader because the teacher hadn't observed her reading other books/off the whiteboard in the classroom of her own accord and her expression wasn't great. Dc2 even though not so good a reader had fab expression and was so proud of himself would read anything he could to anyone who would listen.

Both children had the same tteacher but I have found interpretation of the early learning goals differs wildly between schools.

Link to new Early Years Foundation Stage (EYFS) info. Nursery and Reception children work to this.

NC is National Curriculum. This relates from Year 1 to 6 and is split into Key Stage 1 and 2. That is all I know.

Another one whose DS finished reception on ORT 5 but DD is only coming to the end of nursery and is on ORT 3.

She has scored a 9 already and he didn't.

It is not about free reading to get a 9.

DS was very strong at the decoding side of reading and his comprehension was weaker.

DD's comprehension is very good I have been told and is only on level 3 I guess because she has not been taught all the phonics sounds (although she has self taught herself quite a lot).

I would also think how enthusiastic they are with reading would make a big difference. DD is all consumingly obsessed with reading/blending etc but DS at this age was not too bothered.

I could be well off the mark here, as in Wales our EYFS carries on until the end of year2, and we have a different grading system.
But considering that the ORT scheme goes right up into the juniors, and the EYFS in England goes to the end of reception, just because a child is still on the ORT reading scheme shouldn't mean they can't get a 9 for reading. As they could still be well above average for reception reading e.g. reading and comprehending books aimed at yr4/5 but still on the ORT scheme, so presumably such a child could score a 9. (Even a child reading yr1 ORT books would be ahead).

Personally, I would hope that even if OFSTED is imminent that the teacher would be happy to explain your DSs report to you - I am sure communication is one of the things they are looking for. (Again, disclaimer as I have only read ESTYN - Welsh version, reports).

caffeinated my friends DD is very shy and is much more able than she demonstrates in school.

ORT 3 in nursery is impressive but not a 9 for reading in my opinion. How did your DD demonstrate 'Shows an understanding of how information can be found in nonfiction texts to answer questions about where, who, why and how'. DS didn't get non-fiction books until he was on ORT 6. I think my lack of understanding between EYFS and NC clearly impacts on my understanding here.

Sorry Simpson - the question about non fiction comprehensive was about your DD.

I am sure school would make time for me. I would rather they get the OFSTED visit out of the way. I work in an industry that is audited regularly and feel some sympathy for them at the moment. I think communication needs to be improved. I know a few other parents are equally baffled.

:) Fair enough.

I have also just realised that the average in England to come out with is about a 6? so 9 is way above average! I think I would be sceptical if my child came out with 9s across the board unless they were an absolute genius, especially if they entered 'under par'.
(In Wales a level 5 is end reception, level 6 is end of yr1, level 7 is end yr 2, and there aren't any higher grades).

LittleMissGreen He was ranked at scale 8/9 halfway through the school year. Of course I think he is the bees knees but he is not an absolute genius.

I am trying to make sense of the NC and it seems so complicated. I am finding the plethora of information overwhelming.

She has had several non fiction books IIRC one of them was about fishing and one of them was about going to the market.

So I guess she must have answered questions on them.

TBH I HATE ORT as I don't think it's phonetic which is why she is on a lower level for them but the songbirds ones she can read a much higher level and took one in (we have a pack of them at home) to read to her teacher.

DS can read normal ORT books - they don't seem to challenge him. Project X are a bit more difficult but he is fairly proficient. He finds his normal reading level non fiction books much more difficult - he enjoys them far more.

I like the ORT. He reads higher level ORT books at home than his school reading level. His reading books relate to sounds/ phonic work and consolidate that. There has seemed like a jump between levels until now.

Eggrules - and then when we get our head round NC levels etc, they go and change it!!

DS is in yr2 and still reads ORT books (stage 12) but is allowed to choose his own rather than being allocated a book by the TA so is classed a "free reader" but is still on the reading scheme iyswim.

I think my DC school use reading scheme books all the way through to yr6.

Meant to say simpson I am not doubting your DD given scale or ability. I don't understand how it would be demonstrated in nursery; my DS wasn't even holding a book the right way up.

I think it would be easier if the scales were assessed against a particular level? Just musing.