should I be concerned?

[Whathaveiforgottentoday]

My DD is in year 2 and received her levels which varied enormously.
Science, reading and maths all great, level 3 and level 2a. However her writing was a level 1.
It was identified early on in year 2 that she was struggling and she's had extra support in spelling, phonics and handwriting so pleased with everything that was put in place to help her this year. I wasn't happy in year 1 as problems were identified (only after I pointed it out) but bugger all was done. She has definitely made progress this year but her result has made me realise just how far behind she must of been starting year 2.

My question is what to do as she enters year 3.

1. Is this wide a difference between her other levels (e.g. reading 2a, Lime level reading books, Science L3) and writing at level 1 normal at this age for some children?
2. If yes to qu1, should i be asking to see SENCO to see if there are underlying reasons?
3. I don't want to turn up 1st week, but how long should I give the new year 3 teacher to get to know dd before I ask to meet with her (I want to know what interventions will be in place for yr3)?

For information, she struggled learning to write and at the end of year 1 was still struggling to write letters correctly. We've done loads of work at home on this to help her. Although she knows her phonics sounds, she didn't used to use them in reading (she has a great memory for sight reading) and still doesn't use them consistently when spelling. She is also a complete space cadet, and struggles to sit down - one of the biggest problems we had was getting her to finish a whole sentence without dropping the pencil on the floor and having to stop to pick it up!

Yes, you should be concerned.

Yes, you should ask to see the SENCO

And yes there will be an underlying reason.

I'd only give the new teacher 2 weeks - but then it's the SENCO you want to talk to, not the teacher anyway.

I would agree - you definitely need to follow this up. that kind of gap, as far as I know, is not normal.

I would put a note in her bag or ask in the office a few days into term asking if you could make an appointment to speak to the SENCO to discuss it. The earlier you request it the better as it means they will start looking at it right at the start of term and the new teacher will be able to put into place anything suggested immediately before there is any further impact.

You could be describing DS.

We finally had a teacher in Y4 who he clicked with and wanted to please and the results ave been fantastic. She has a reputation for really understanding the kids and it worked for DS, although not for some of his classmates.

DS was tested and found to be borderline dyslexic, we have some strategies to Work with.

I would approach the SENCO.

I meant to say that I consulted with a private dyslexia teacher and she said that the school should investigate when there are big disparities in the achievement levels.

Sounds like one of mine, just going into yr 1 though. The school told me unlikely to be dyslexia because good at reading (?) - really really struggles with writing though and the phrase 'space cadet' just about sums it up

'Dyslexia' is such a broad umbrella term that it most certainly encompasses children who read well but struggle with writing and are 'space cadets'.

Or you can use the term SpLD if you prefer (Specific Learning Difficulty)

If you know that your child is struggling please, please, please don't let school fob you off.

thank you for your replies. I knew she was behind with her writing but until you see the levels in black and white its difficult to know by how much and whether you should be concerned or not.
I think she really got behind in yr 1 as she struggled to write more than a sentence starting year 2 and although she's made loads of progress this year but obviously she had a lot to catch up so still very behind.
She learned to read really easily so I'm guessing the problem didn't get flagged up as she seemed so able in other areas.

I will be contacting the school in September but I will give the teacher 2 weeks especially as her new teacher is new to the school.
I hadn't considered dyslexia but had been researching dyspraxia and ADHD. The criteria are so vague that its difficult and of course best left to experts. I'm not so fussed by a label as long as she's getting plenty of support.
I will also ask to see which sub level she is as they don't give this out if they are level 1.

Fortfiesta - don't listen. my daughter is in reception and is reading chapter books BUT she definitely has Irlen Syndrome and wears coloured glasses (we discovered it by accident because the white board used to make her cry it upset her eyes so much, when looking into possible solutions for that we discovered that she didn't see letters in the right order, we already knew she found phonics hard but she obviously just learned the words.

We have done a lot (and I mean a lot) of extra phonics work with her as I know that she needs to know it to continue reading well but she still shows some very strange things, if she comes across say ea in a word she will struggle to work it out - if I say what sound is ea she knows straight away and can then apply it but somehow the linking it up is strange to her. she couldn't do c a t c a t cat, she just looked at me blankly with trying to blend it together but she then learned the words. Something definitely isn't quite right and it isn't her age, she will be 6 in september and she is able to do everything else advanced plus her verbal intelligence is very very obvious. The school are aware of her because of the irlen syndrome and I have raised possible dyslexia (we are pretty certain I am to some degree now we have looked back) and have mentioned compensating dyslexics (basically they find a way to work round it themselves) so they are going to keep an eye on her.

I am pretty sure they will say because she is one of the best in the class (teacher told me she was one of the most brilliant children she had ever taught) that they don't need to intervene but I am going to try to keep on top of it with her by helping her work out alternative ways to do things if she needs to. at the end of the day she needs to learn to live with it but that doesn't mean she should do that alone.

please don't let your child possibly not reach their potential just because they are able to read so the school can't help. that isn't right.

The trouble is that dyslexia, dyspraxia and ADHD are all assessed by different professionals:

dyslexia - ed psych
dyspraxia - occupational therapist
ADHD - Paediatrician (depending on area)

These conditions are often co-morbid, so she could easily have traits of all of them - or have enough traits that she qualifies for a diagnosis for all of them.

Normally school can only refer to an Ed Psych. So if you think Dyspraxia or ADHD are possibilities, you should see your GP and ask for a referral to the child development paed and occupational therapist.

It depends on your LEA

ADHD is diagnosed by CAMHS (formally had to be a psychiatrist) and dyspraxia and dyslexia can be diagnosed by various professionals