DCs starting a new school after half term...what do I take? Should I mention G&T?

[FishfingersAreOK]

Due to a move my DC (YR & Y2) are starting at a new primary school on Monday. When we left their old school on Friday I was given all of their work/folders/old reading records etc.

Not so worried about YR stuff but should I take Y2 literacy/numeracy/handwriting stuff in with us for the first day for the new school. Or would that look...er....I don't know...unnecessary? Would it be useful or just a pain?

Also, Y2 is on the Gifted and Talented register for her reading. Not sure how this has actually benefitted her tbh. She doesn't know she is on the register. We are not that bothered in many ways. We were happy she was being stretched at her old school - and she was happy and thriving. So again, is there any need to mention it? The new school is bigger, and one of the appeals of it is there will be more peers for DD (Y2) of a similar academic ability - rather than her being pulled into Y3/Y4 classes. If I don't mention it will it seem odd? If I do will I seem pushy? Does the G&T transfer to a new school IYSWIM or will it just be dependent on the others in her year.

These are probably all questions I should have asked the school(s) last week but we only found out they had places on Thursday and everyone agreed beginning of the half term was the sensible time to start....but has left me with very little time to get my head around it!

Not sure if posting in correct area....Oh....blasted half term

I've read so many posts from learnsandsay about her DD's reading that I have finally caved in and posted. I only have direct experience of one school (my DD's) and indirect experience of 5 other local primaries which the DC of good friends attend. Not one of these schools has the limited choice of books your DD's school seems to have and all of these schools have allowed children to progress through their reading scheme at an appropriate pace. My DD (now Y1 and on emerald) jumped various bands completely, stayed on other colour bands for longer when she needed to work on issues such as comprehension and expression, and the school had loads of books from all different reading schemes that they have categorised as the various colour levels. And she read loads of books from the library too which we also recorded in her reading record and the teacher welcomed this. And this is the same for all the schools my friends' DC attend too. I honestly think that you are tarring all schools with the same brush when you criticise the use of reading scheme books.

On school visits I saw several schools where the KS1 books were kept in an area accessible from multiple directions. In our school Reception is in a purpose built building away from the rest of the school. This has necessitated one of the teachers going elsewhere to get some books. (The other teacher doesn't do that.) Different schools may have different methods of overcoming their difficulties and some might not overcome them at all.

I have never, ever worked in or seen a school in which arrangements for obtaining reading books were seen as a barrier to them progressing.

DS in Reception used to go to the school library, accompanied by aTA initially, then alone although the book was checked on his return. When moving schools, he went to specific KS2 classrooms at break or lunchtimes with other children to collect his books. The school has now moved to having ALL books - for all age groups - available in corridors / hall areas to facilitate access for all, as e.g. there are older children needing to access lower banded books as well as the other way round, and this now seems to be universal everywhereI know of.

It's not scheme books that are the issue - it is your school, L&S.

Agree with teacher, it is not reading scheme books that are the issue. The only time I had to speak with my DD's Reception teacher about her reading books was when I noticed my DD hadn't changed her book for 3 days. When I asked my DD why, she told me that the books of whichever level were in the y2 area and she was too shy to go there. A quick chat with her teacher and they resolved it; no idea if they physically moved books or simply helped my DD develop confidence that she could help herself to them. Either way, my DD started bringing home new books.
Anyway, I'm conscious I'm contributing to derailing OP's thread so apologies

I seriously cannot believe that a child has to wade through every book in the scheme to move up....(well, I don't disbelieve you LandS I just find it shocking practise).

It might have been me that said there are no kids over blue level ( in the reception class I help in) but that is because they are on the right level for them. If they were on stage 10 for example, I am sure the school would provide an appropriate book.

In DD's reception class (90 kids) there are 5 of them that do guided reading at stage 7 (including DD). I do know there are a few kids on pink/red still (I am friends with the childrens' mothers).

DD's class has books that go up to stage 8 and so for a bit she was taken to yr2 to choose her reading book, now she goes to the old library instead.

I've seen the comments about blue level elsewhere too.

Well, in your case I would be trying to find out how long it takes a child to finish the reading scheme.

If it is a case of it being the whole of KS1 (at inappropriate levelled books) I would seriously be thinking about looking at other schools.

I am surprised you haven't tried harder to get her books more appropriate to her level if they really are that easy. Does she read them faultlessly every time?

I have to say with DS in YR I pushed the teacher each time to give harder books so that they were more appropriate and not a waste of time. We had some reading scheme books at home so I could confidently say "He has read x well at home" could we have that level please? She was happy to oblige, although she did seem out of her comfort zone towards the end of the year when she had to find a Stage 10 book from Y1/2, which surprised me. It was a little annoying to feel that I had to drive the whole process. Then in Y1 it wasn't long until DS was choosing his own books from the library .

Apart from raising a formal complaint I'm not sure what else I could have done.

I wrote all her previous reads in her diary, Marinarik, Seuss, Inkpen (etc) So the teacher was aware of what she could read on day 1.

Towards the beginning of Reception I asked could she have a level 1+/2 books and a level 5 simultaneously because the current level 1+/2 was far too easy. The teacher said no

the books have to be read in scheme order but I'll give her a mishmash of books to read and promote her twice (which the teacher duly did,) repeating that the books have to be read in scheme order.

Since then, clearly my daughter's reading has developed hugely, bearing in mind that she was already reading harder books than the ones she's getting now before she started school.

The only reason I'm going to speak to the teacher now is because Reception is almost over. If she refuses to help, repeating that the books have to be read in scheme order (as she might) nothing is lost because it's a new teacher next year.

Seriously not bothered by derailed thread if it is interest/assistance to others. But 2 points to make

1. I am ready for D-Day. Swimming/PE Kits/New Starter Paperwork/Various cheques/Sunhats/Y2 work. Clothes laid out for the morning. Scooters ready. We are ready. G&T I am going to wait until parents evening. Y2 DD only just turned 7 but apparently working at numeracy and literacy at age 9 level. If she is bright she will demonstrate it. If it was just a fast start to her academic life she will calm down and find her level. If she gets bored I will address it. If she continues to be happy and thrive - that is what is important to me and DH. Thank again for all advice.

2. LearnandSay - you do appear to have a lot of issue and anger about your YR experience of reading. I have heard of a local school that (according to hearsay) makes the children read all the books on one level before they can move up. If this is similar to your situation it must be hugely frustrating. I at times felt that DD when she was in YR was not being encouraged as she should be. She would clearly be bored reading her books at home...but showed enthusiastic, willingness and engagement at school for the same book. I approached the teacher politely and with respect. I mentioned how I understood children were different at home and at school, but that my knowledge of DD meant I felt she was more than ready to move up. Could we please try her with a book from the next level up as well as her current level. Sure enough, DD would then be able to demonstrate to the teacher she was ready. The teacher may see a totally different child to you. Please do try not take your understandable frustration to your discussion with her teacher. And I only have 3 years experience of the education system - but seriously do not leave concerns this long again - all it has done is built this up into a seriously big and emotive issue for you. Understandable. But avoidable. Good luck with your discussion. And remember the objective of your discussion - to get the most enjoyment out of reading for your child. Not to score points over the teacher, the school, reading schemes, Biff or Kipper. Dull, repetitive Biff books are finally what is firing my YR DS up. They are still around as they can work.

Glad you are sorted OP! Hope your kids enjoy their new school. And you give good advice to lands .

Good luck tomorrow OP

LandS - my concern would be that it is the schools policy, not just the reception teacher iyswim and I would try and find this out. Do you know any parents with DC in yr1 currently?

I don't understand the comment about reading in scheme order as she clearly isn't following the scheme

Thankyou, fishfingers, but I sincerely believe that the teacher wouldn't budge. She believes (as far as I can tell, that the books have to be read in scheme order) and insists upon it.

I didn't want to spend a year banging heads with her, and since I'm used to teaching my daughter to read I just carried on. If I'd got a greater response from her I'd have taken my more serious concerns to her earlier instead of taking out all of my frustrations on mumsnet. (Which hasn't helped my daughter's reading, but has sure made me feel better.)

You sound very sensible FishfingersAreOK good luck for tomorrow

L&S, so my understanding is that, over the course of the year, you have had only a single discussion about your DD's reading with her teacher?

Have you also had a couple of parents' evening meetings (one a term + a report in the summer term would be the norm)? What was said at those?

I am genuinely surprised that, given the importance you attach to this, and the criticisms you level at schools, teachers and reading schemes in general on the back of your individual experience, you have not addressed it more actively with the school.

A normal sequence of interaction might be:

• Casual word with teacher at drop off / pick up about reading in general.
• A specific query in the reading diary.
• Perhaps, if it falls at a convenient time, a parents' evening discussion about progress.
• If not, an initial after-school meeting with the teacher and your DD, at a pre-booked time, to discuss the issue in detail and perhaps to both listen to her read a variety of books.
• Potentially a booked series of follow-up meetings if required, or an agreement to re-visit progress on a half-termly or termly basis.
• If the meeting is unsatisfactory or there are issues of whole-school policy, involvement of the Literacy co-ordinator or even the Head might be sought.

There is DEFINITELY much more that you could have done, all of it in a collaborative rather than combative manner, before even considering a formal complaint ... and doing it would certainly have produced a much better outcome for your DD, in terms of her parent's relationship with the school and respect for their professionalism as well as her reading, than simply posting in increasing frustration on an internet forum.

Good luck, OP. Sorry for derailing your thread. But to be honest I'm glad that you don't mind.

simpson, thanks. If I get the impression that it's a school policy I'll deal with that issue separately. There aren't any realistic other schools in the area. This is about the best that there is. I just don't think they're geared up for good Reception readers, or think that it matters. Y1 and beyond? I don't know, yet.

I made an appointment early in Y1 to discuss DS's reading with his new Y1 teacher. It was very helpful and got us both "on the same page". .

L&S - but as I understand it your daughter is not following the scheme 'in order' because you have requested particular books for her (Ginn) and are also getting some from another class. Is it a real 'rule' or not??

Or do you mean that she has to complete every book in a level? But that doesn't chime with your duaghter having special books from an aold cupboard, as surely not every child will have to wade through all of these?

I genuinely don't understand as the bits of information don't make any sense together??

I would ask the 'is it school policy' question asap - an e-mail to the head, with a request that the question be passed to the literacy co-ordinator would clear the matter up once and for all. No point wasting valuable time in Y1 getting frustrated as well...

Yes, I can sympathise learnandsay in that as a new YR parent you don't like to rock the status quo, and in our school, I clearly did rock it in demanding harder books. But sometimes the status quo needs rocking for the benefit of your DC (and all the others!).

No, teacher, the list of things that I have done is exhaustive. But I have rarely spoken to the teacher about it.

Ah, that's what you need to do my friend! .

freetrait, if it hadn't been so easy to teach my daughter myself I probably would have rocked the boat harder.

DD's teacher (as I have said before) is fab but I don't believe she knows what books DD reads at home because I don't tell her.

However they (the school) recognise she is very able so there is no need for me to.

We have another parents eve coming up and I will ask for a chat (with whoever is relevant) about what they will do for her next year in yr1.

Or I will do as freetrait did and leave it till early yr1.

DD's teacher is very open to ideas (ie I suggested that DD was ready, and wanted to write in her reading journal herself - so they provided one for her).

I would definately be having a word with the teacher and mentioning what she reads at home and maybe asking if there are skills she is not demonstrating which is stopping her being moved up.