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

For now, I have given up trying looking at NC levels and what they mean. It makes sense reading through however, there is so much information I am overwhelmed. I need a one page matrix like they have for EYFS.

Halfway through the year there were some areas where none of the children were even scoring 5 or 6s as basically they hadn't covered that area yet so hadn't observed the children doing the higher level work. Obviously they had it planned during the year but just hadn't done it at that point.

I really don't believe that the EYFS levels directly relate to the NC levels the children will achieve the following year anyway. Some of them struggle even if they have high EYFS levels as the work can be very different and vice versa of course.

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.

Yes, 'free reading' is a confusing term as it means different things to different schools. Some YR children might be classed as free readers because they are capable and have finished the scheme books in the classroom. Other children in Y3 in a different school might still have to choose from 'dark blue' band, but the YR child isn't necessarily a more competent reader. The Y3 child choosing from 'dark blue' band might have a choice of books such as Percy Jackson, Philip Pullman and the Hobbit which the YR child wouldn't be ready for.

My DS didn't go to a school run pre-school but was reading ORT level 5 in the summer term before school. He was assessed using ages ie 40-60 months etc not 0-9 I don't think.

They don't usually assess children at nursery in that way with regards to the reading but great if they have the resources to be able to do so. They just let DS read when/what he wanted and let him read to a parent helper out loud when he wanted to. They never assessed his comprehension of the books really but I don't really think they should have or needed to at the age of 3. It was better that he could just have access to books and additional work if he wanted to.

Thanks for the info about being a free reader letseatgrandma. DS has finished the "normal" ORT levels for YR at his school and so could be considered a free-reader. I would think a free reader to have finished the set reading scheme and tackling children's chapter books easily; DS is far away from this.

I think it is ORT 9 and onwards that they are "free readers" in my DC school as most if the school books then are basic chapter books.

Biff and Kipper etc have chapter books from stage 10.

Sorry after ORT 9 not including it iyswim. So basically 10 and above.

MrsSutherland DS will be going into a mixed Y1/2 class next year. He is working with a Y1 group now and yet will be assessed on EYFS milestones (I think).

He may find next year a bit of a jump. I hope he settles in well and want to be prepared.

Thanks for the info about being a free reader letseatgrandma. DS has finished the "normal" ORT levels for YR at his school and so could be considered a free-reader. I would think a free reader to have finished the set reading scheme and tackling children's chapter books easily; DS is far away from this.

I'd forget the 'free reader' thing completely to be honest. You don't need to have this label to get a 9 for reading (as there is no real set definition for a 'free reader!) so if he gets a 9, then just take that as good rather than saying it's inaccurate because he's not a free reader. You seem to have created your own definition of free reader and then are saying he can't be FSP9 if he hasn't met that?

I don't even know what a free reader is according to my DS's school. You are right; I am interpreting a EYFS Scale 9 for reading as able to read anything. 'Reads books of own choice with some fluency and accuracy' is very unclear.

Eggrules We were told an NC level for DD2 at the end of reception, no mention of EYFS 1-9.

My DD picked up a ladybird book "The little red hen" at her nursery and read it straight away.

This book is pretty basic IMO but this was how she demonstrated reading books of her own choice apparently.

Eggrules I agree about forgetting about the free reader thing, DS is a 3c for reading but not classed as a free reader yet as they say a free reader is after 'lime' level. It seems to vary.

It sounds very similar to my DS, he was with Y1 for guided reading etc in YR but never assessed formally with an NC level. He was in a Y2 class for this year (Y1) and is going into a fully mixed Y1/2 class for Y2.

Mixing the classes does seem to give the teachers the ability to stretch the higher ability children better of course but also I think those who need the additional support also get it as a lot of work is done in assessing which ability groups the children need to be in.

There are a lot of 'pros' of mixed year groups as long as they are dealt with properly. I have recently attended a meeting about it at my DSs school and do feel a lot happier about it than I did.

Interesting Iamnotminterested (hallo there). An NC level would be helpful.

Simpson ORT level 1 for age 3-4 Little Red Hen doesn't have words in it.

*My DD picked up a ladybird book "The little red hen" at her nursery and read it straight away.

This book is pretty basic IMO but this was how she demonstrated reading books of her own choice apparently.*

Interesting, so a level 9 is more showing that you enjoy reading, rather than an actual ability level. So a child could read very well, but not read for pleasure wouldn't score as highly as a child who picks up a very simple book and reads it.

But once into NC levels the first child would do better.

MrsSutherland I started another thread about mixed year classes - not much information from the school yet.

Simpson I meant that I don't think it's that basic, especially for nursery. Ladybird book has a few sentences on each page.

TBH I think it depends on the child really.

DD is very outgoing and will definitely tell her teachers if she is not happy about something!! She also loves to read with them and yes there may be a better reader (at home) than her but because she is so confident, outgoing & chatty etc she shows her abilities.

The little red hen book was pretty easy for her tbh but I guess it shows she is reading what she wants to rather than what she is told to iyswim. She also took in a songbirds stage 6 book to read to her teacher as it totally floated her boat ( It was about birthday parties which she is currently obsessed with)

Depends on the child in EYFS I mean not necessarily NC levels.

Just keeping asking them the questions about the classes, you deserve to know what is happening. We had a really good meeting and they were very passionate about how well they know the children and therefore how well they could differentiate and ensure they are in the correct ability groups. There are twice as many YR children as Y1's going up so it will be the ability groups that are important.

It was very reassuring as I have been worried about it - but we will see next year whether thats how it actually does work!

MrsSutherland I need communication, reassurance and information (and not to be made to feel like I am pushy and trying to mould my DS into overachieving). I know he is doing well (now) but I need specifics.

And you have a right to find out everything you need to know! You don't sound pushy at all so hopefully the school will realise that!

Had a chat with another parent on the way home. She has been told that school have decided not to officially release the information about what class the DC are in until 2 days before they break up for the Summer. I can only assume I have been told because DS (and a few others) are already working with Y1. DS and the little girl we walk home with both have really close friends in the class. The DC are already concerned about being with their favourite friends next year. I am more concerned because I don't have information. I am sure the concerns and gaps in knowledge I have are, common to a lot of people, especially if they don't have older children. Info on the school website.

It is impossible to speak to teaching staff before school. I will see what the contents of his end of year report is and may ask for an appointment. I think it would be more useful to talk to his new teacher next year. The transition from nursery to reception was managed well initially and there were plenty of meetings. 'There is nothing to worry about' isn't an answer for me. I thought that things were going well before and that turned out not to be the case.

It is very unlikely any child will be given a NC level at the end of reception as they follow the EYFS and are assessed against the EYFS profile which reports achievement against early learning goals (13 strands each with 9 possible profile points). Schools in England must by law use report the profile assessments to parents.

Thanks mrz. I think if he is working with Y1 the school should/would have assessed him at NC level. If he was working at 8/9 halfway through, what else will they do except explain why? Maybe EYFS should go all the way to 11 (little Spinal Tap joke there).

I will find out next year.

No he wouldn't be assessed using NC levels even in a mixed age class/grouping. If he is consistently working at point 9 he would naturally be taught using the NC in those subjects