Does this sound like satisfactory progress in writing?

[derekthehamster]

My son entered juniors with the following sat levels

maths/science 3
reading 2a
writing 2b

At the end of yr 3 he was assessed as
Maths 3a
reading 3a
writing 2a

At the end of yr 4

Maths 4c
reading 3a
writing 2a

his writing at the half term parents meeting was 2a/3c

So is writing is improving (just), his spelling is poor, but improving as we've been doing apples and pears (spelling scheme) for about 3 months. However no one at the school seems very bothered. His is due after christmas to take part in a writing intervention, but he's done one of these every year since he started juniors, and it seems to make no difference . Any mention of dyslexia is dismissed.

So should I back off? Apparently he's got loads of imagination but just struggles to write the sentences.

No its not satisfactory progress. He should have made a full level by now.

The school probably are concerned but don't know what else to do so prefer to tell you alls fine so that you won't make a fuss....

So no progress in writing or reading over an entire year?
No...that's not okay.
I'd draft a letter explaining concerns, highlight that levels haven't changed in a year. Ask for meetings to agree a plan to help.
In short...make a fuss. Bottom have of target for year 4 is a 3B (I think) so he's off target at the moment and the school should be reacting to this.
I don't know what you do at home but also I'd put together a plan to do extra work at home above and beyond Apples and Pears (which in my opinion is great and we do it with DD).

Oh...and big him up over his maths! He's clearly very good.

I'm really pleased that I'm not being unreasonable in my concern (although obviously I'd prefer there not to be a concern!)

I have already had a meeting with his teacher (during the 2nd week of term) in order to bring it to her attention, and yesterday emailed the new head to bring it to his attention. He is getting beck to me later this week when he's spoken to his colleagues, but in his opinion he will make level 4 by the end of yr 6 in writing and level 5 in reading. If he's on a 'dyslexia scale' it will be at the bottom end.

I am paying for an hours literacy tuition for him as well as doing apples and pears. He has extra handwriting practice as well as his normal homework.

I'm not good at being 'one of those parents', but I'm learning

I'm going to up date this because I hope it may help other parents in similar situations and also because I want a bit of a boast

Over the year we have finished book b and have nearly finished book c of apples and pears. His spelling has really improved

He has also had 1 hours tuition in literacy.

His year 5 sats results are

Maths 4a
reading 4a
writing 4c

So he has improved the standard 2 subsets in maths, a whole level in reading, and over a level in writing. I am so proud of all the hard work he has done [proud]

Jumps in.

Holds hand.

Empathises with Derek massively.

My DS (8) has also just finished year 4. He has also IMO made totally crap little progress in writing. However I also agree that he wasn't the level given in writing when he left the infants. Heres our info.

Left year 2
writing 2b reading 2b maths 2a

end of year 3
writing 2b reading 2a maths 3b

end of year 4
writing 2a reading 3c maths 4c

He is on SA, has an IEP - after me basically telling the school they needed to do something. He has short interventions but he was still a 'high 2b' in May and yet given a 2a in report. I am confused by this as one of the things the headteacher said to me when trying to justify explain why DS made no progress on paper in 2 years is that infants gave level child was working on and juniors gave level child had completed. By this DS is now working on level 3 writing - he is not! And by this he has achieved rest of 2b criteria and all of 2a in 6 weeks. .

It is not enough progress. I met with the SENCo before the end of term. It took a lot of badgering and constant phonecalls and follow up emails. I wrote exactly why I thought DS needed further support.
It's different for us because DS has been referred to Camhs as had massive social communication difficulties and delay - finally school have put in place support for this - but it's likely this is why his writing is poor as it's a form of communication. I politely pointed out they should be supporting him over all aspects of his development then and not just saying 'that's why'. He should also have made more progress in reading but he does not read fiction text and his writing about text is what pulls his level down - he actual reading text is fine and on par with his peers.

My advice would be to put in writing your concerns and email the new teacher and SENCo and ask for a meeting. Make it clear that he's obviously an able child academically and needs support to put his ideas in writing. Have ideas about what you want them to do and what you expect him to reach by a certain date and if he doesn't what the next step will be. IME schools do not like this as it puts pressure on them but I've learnt the hard way if you don't advocate for your child no-one else will. Also quote the SEN code of practice if you need to.

I've felt like a right pushy mum but feel now we are getting somewhere to get DS the support he needs. He's new teacher for year 5 seems lovely so I'm hoping this will help him move forward too.

Sorry for essay - ask any questions you have. I'm very willing to help.

Oh FFS should have read thread!!! Didn't realise the update was the OP.

Go your DS Derek

Well done to Derek's son.
Sorry to hear about your child's progress youarewinning. Not good enough progress in literacy, but good in maths. We expect 3 sublevels between the end of year 2 and the end of year 4.
I think your problems with the SENCo stems from the writing levels are low, but not that low and progress is being made (all be it 2 not 3 sublevels) in reading. Do you think it is a specific writing difficulty or is it connected his social communication issues. As good progress in being made in maths and almost OK in reading I do wonder why writing is causing concern?
As an aside, it does depend how your school assesses. There are not separate 2b, 2a, 3c, etc. criteria on APP, which many schools use. I find at level 2 there are a couple of assessment strand statements that can prove a huge hurdle, but once these are mastered lots of other criteria at a higher level are already achieved; hence many of my class make huge and sudden jumps once those skills click.

Yay for Derek's son.