Help with National Curriculum attainment targets!

[NotLostJustSomewhereSafe]

Had my son's report today, one where all the comments have been taken from the nat curr attainment targets. However I feel that his teacher has underestimated what he can achieve in maths. I want to point out that he can look at a sum, work out a rule, then apply it to another sum but I want to link it to the attainment targets and can't quite work out where it fits. For example, he knows that the square root of 100 is 10, so 10x10=100. He then saw that the number of zeros in the sum = the number of zeros in the answer, he then applied his 'rule' to find that the square root of 1,000,000 is 1,000. He is Year 2.

Just wondered if anyone could point me in the right direction. Thanks.

The teacher will have given him the level based on a year of his work, and what he is achieving independently in class. The square numbers, square roots and using the inverse operation plus the understanding and application of place value is level 3.

He has a teacher assessment of foundation phase outcome 5 which is equivalent to level 2. However she seems to be unaware that he can multiply and divide as he is not in the top group and only the top group had the multiplication and division work!! I'm a bit shocked as I had assumed that all of year 2 should have had the same opportunities. I don't tutor him, he uses educationcity at home on his own (provided by the school) so it's not as though he has been pushed, he just enjoys numbers.

I know it looks like I'm being pushy, I'm really not. I just want him to be taught according to his needs. He has a level 2 equivalent in literacy, etc. which I feel is a true representation of his abilities and am happy with.

That's ridiculous, all children in Y2 should have encountered multiplication and division at differentiated levels. Have a chat with his new Y3 teacher and let her know what he's doing at home.

Being given work appropriate to his level is essential if he's going to stay motivated and building on what he knows to secure his attainment.

When he first encountered division on educationcity he asked me to explain and I questioned him closely using different mathematical vocab to try and work out what he had learnt in school. He really hadn't been taught any of it although he was aware that he had heard some of the vocab when the top group were being taught it. Bizarrely, his teacher had asked him to join that group but he said he was happy with his friends so he stayed in a lower group!

Talk to his next teacher.

I don't think the teacher should have been giving him a choice in the matter. That sounds very strange!

Thanks for the advice

"foundation phase outcome 5 which is equivalent to level 2" and "He has a level 2 equivalent in literacy" ... I'm a little confused. Are you in England? I thought Foundation phase was reception?

Wiggly - I thought it was funny at the time as I assumed that it meant that she knew he was ready to move on and even if he didn't physically change groups then she would differentiate accordingly. Funny because he is such a quiet and 'good' boy yet he turned her down. That would have been a huge thing for him to do. Can't understand why she didn't either tell him to move or differentiate within his group.

We're in Wales, foundation phase has replaced early years and key stage 1. His is the first year to have taken foundation phase right the way through.

Is the OP in Wales? Have e feeling the Foundation stage is up until year 2 there?