teachers, what do you think about this set up?

[metranilvavin]

DD is in year one, and on the top table for maths. This includes children who - according to the school's assessment at the end of the year - are working at levels varying between 1a and 2a. There are five or six of them and, as far as I know from DD, they mostly get the same work.

Now I know that teachers can differentiate within the class, but it strikes me that this set up isn't ideal, and that the children at one end or other of that range are gong to be hard done by. Is there anything that could be done differently?

How do you know the levels are between a 1A and a 2A?

Because one of the children is mine, one that of a friend, and we're both worried that they're not being catered for.

1A-2A sounds very much as expected for children going into year 2, who, in the old days of KS1 SATS would be expected to make a level 3 by the end of the year.

What are you specifically worried about? Is assume the school has as track record of getting results up to expected levels at the end of year 2.

How do you know they are not getting work differentiated?
At DD's school the work often "looks" the same, but the more able children get harder questions on a theme or extension questions.

If you feel YOU child is not being differentiated for and therefore not progressing then take this up with the teacher. Do not start any sentences with 'my friends child' - talk about your child only.

If you feel that the class is not being catered for generally then this a performance management issue and will be picked up at the next observation and review. Unless you are this teacher's Head then keep your nose well out.

Your information is based on 2 children who are 6! You really have no idea what goes on.

Even if they have been given the same task occasionally that me because they are working at a similar level in that one area of maths e.g shape or data handling. You have been given an overall level at the end of the year.
The teacher may also have chosen to differentiate according to the level of support given to the child or the equipment the child has access to. There are more ways to differentiate than simply by task.
Anyway, this has been the way it has worked this year. The children are going up to year two with their most recent TA levels and so may be learning on 'different tables' in year two if the gap has widened.

As an aside, I never seat children according to ability in my class but by behaviour or for social reasons. This seems to confuse parents no end! Are you sure the children are sitting in ability groups?