DS met (exceeded) ELGs at beginning of reception? What should I expect?

[leeloo1]

DS (starting reception in 2 weeks) will be one of the oldest in his class and is also quite able - for literacy this is tricky to evaluate (as we take turns reading pages in his story books, he needs reminding to sound out unfamiliar words and I don't know what 'level' he is at...) but in maths the ELGs are very concrete and looking at the list, DS has met and exceeded the goals:

e.g.
He can count in 1s and 10s (to 100) and in 2s (to 20)
He can read numbers to 100 (and beyond)
He can order numbers (to 20) and correct numbers that have been swapped over
He can say which number is 1 more or less than a number
He can say what double and half a number is (e.g. what is double 4? what is half of 10?)
He can use physical objects or mental arithmetic to add 2 numbers (e.g. whats 3 add 2? To subtract more than 1 he uses his fingers to find the answer)
He knows number bonds to 10
He can share out and use halves/quarters/eighths/thirds/fifths in practical problems (e.g. he can count how many people are eating and work out how many portions do we need to cut apple into'

I'm not suggesting that any of this is rocket science/genius level, and the teacher will need to do her own assessments of where he is etc, (in addition to settling in him and the rest of the class of course) but he is able and I don't want him to get bored or think school is 'easy' and he doesn't need to try.

So, in practical terms, should I expect his reception teacher to be using the Y1 curriculum for extension work. Or is that beyond the remit of differentiation?

Sorry this is long, but any advice would be appreciated.

[ReallyTired]

I feel its natural for any mother to worry about their child in reception, whether they are a teacher or not. School is as a big change for the parent as well as the child in someways.

Reception is about social skills and learning about the school enviromnent. In many ways a reception classroom is a better place for the more able child than year 1 because most of the learning is child initated.

[Yorkieaddict]

My DS was similar to yours in relation to maths at the start of Reception OP. He has just started Y1. I don't think he has learned an awful lot he didn't know already in maths in the last year, but I don't really have a problem with that as he has learned so much more in other area's. He wasn't reading much at all before he went, and he is now reading fairly fluently.

I would echo what several other people have said, there is a lot more to learn in reception than just maths and reading. In your shoes I would watch and wait, and only speak to the teacher if there seems to be an actual problem. It is still fairly early days.

[leolion]

Oh my goodness op, why are you assessing your child against the ELG's when he is so little? No pressure then? You should surely know as a primary school teacher that reception is far more about developing the social and emotional aspects of school? Just let him be and see how he goes, then re assess things when he's settled in. He will feel the pressure that you are exerting on the situation.

[leeloo1]

Thanks for that teacherwith2kids, its interesting to hear from someone who has been through the system - and I'm really glad its worked out well for your DS in the end - it sounds like much of that is down to your efforts to support him with HE/changing school etc, as well as your DS' hard work, so well done to you too (I hope that doesn't sound patronising, its not meant to).

I think you're right that DS will really enjoy the open-ended learning through play in reception. :)

I've just been having a huge wobble in confidence about how DS will find starting school and gaining a new baby sister at pretty much the same time. I guess I'm pinning my hopes on the fact that DS loves learning new things and facts and my feeling is if he can come home and say 'wow mummy, today the teacher told us that...' he'll be happy, whereas if he's saying 'well... we just did learned the phoneme ssss today and counted to 10 and I wanted to count to 50 but there wasn't time' he won't be so enthusiastic. I'll just have to wait and see how it goes though.

[teacherwith2kids]

(I should probably say that I wasn't a teacher when DS was in Reception - I trained a few years later, partly because of what I learned through his experiences.

Certainly I keep a weather eye out for 'DSs' amongst my pupils - not always those who seem most straightforwardly 'clever' in the ways that schools expect them to be, those who may find a lack of social skills or fine motor skills, or simply tasks with far too low a 'ceiling' stop them from showing their full ability...

But equally, I qould say with even more certianlty that it is not in Reception that the problems tend to arise - it is once learning becomes more 'formal' and tasks acquire 'ceilings' rather than being open-ended)

[teacherwith2kids]

I could have written your post when DS started school.

He was a very able pre-schooler - arrived at school able to read fluently, and able to manipulate large numbers confidently (could read 6 digit numbers - no, I didn't hothousehim, but he discovered telephone numbers, numbers on telegraph poles, numbers EVERYWHERE and NEEDED to know what they said - could add and subtract 3 digit numbers mentally etc etc).

Academically he had a brilliant time in Reception. His Reception teacher was interested in him, it was a R/Y1 class so did much of his work with them, was able to use the 'learning through play' times to e.g. construct tables for each group in the World Cup, changing them each day including the (sometimes negative) goal difference etc. It took a little while for the school to become convinced of his ability - the report from the neighbouring pre-school helped there - but once they did they managed both bringing him on and working on weaker areas (poor fine motor skills meant writing was difficult for ages, and he has many ASD traits so they worked hard on the social skills for him).

Year 1...now that WAS a disaster...the advent of more formal 'whole class' learning, and thus a limit on the time he could spend 'exploring on his own at his own level', the greater focus on 'neat writing', and the combination of a difficult class and a teacher back too soon from maternity leave.....not good, led to selective mutism, temporary HE and a total change of school... but that's another story! It did, though, give me a healthy dose of perspective on what was REALLY important - that DS was healthy, happy and had friends, not which ELG he could tick off.

He ended primary last year, with 6,5,5 in his SATs but much more importantly as a happy, outgoing boy who was popular with classmates and teachers.

[Tiggles]

Just realised after reading a PPs post that the reason our school may be more free flow in where children are taught, is that we have foundation phase right through to year 2, so children being taught in a different classroom are still being taught in the same style as those in reception.

OP, I remember being puzzled by the comments DS1 had at playgroup and nursery and thinking he was capable of so much more at home. He was a completely different child away from me than he was at home. It took until year 2 before he really showed his light in school, although his teacher did realise at the end of reception he really could read, it wasn't just me saying so, but that point he was reading books like Harry Potter. It didn't make any difference me saying "but he could count to 100 when he started reception, do sums, read etc" because he wasn't doing it at school.For him the first few years at school were definitely about learning confidence, how to work in a group, make friends etc. It hasn't held him back - he still scored really well in his year 6 SATS, Welsh standardised tests etc. DS2 and 3 were completely different, no hiding their lights under bushels and they are referred to by the teachers as "always able to provide the answers", their academic skills have always been very well assessed by the teacher.

[FrameyMcFrame]

HarumScarum, it was discussed on a a programme on Radio 4. It was all about successful adult adjustment.

I found it very interesting because both my brothers are dead (in their 40s) and both had scholarships to Oxford at 17.

[leeloo1]

Cheryzan Ah, thats sweet of you to say - thanks!

Obviously I did my very best to support/teach/nurture all the children in my care when I was teaching. I also worked with some outstanding teachers, who you couldn't wish for any better for your own DC. I also saw some very poor teachers - often off sick with stress, couldn't cope with the children/differentiation/life in general. And of course most are somewhere inbetween.

Also being a parent is different to being a teacher - as obviously I'm far more invested in how my DS fares longterm. I don't think that that is unusual or anything to be criticised for.

runningonwillpower

"Why aren't teachers just trusted to do their jobs?"

Because some teachers aren't up to it? Have you seen how many posts there are criticising teachers and their attitudes/comments to DC/lack of ability? Teachers are just people - not Gods to be worshipped - hopefully they all do their best, but I don't think it behoves any of us well to blindly trust them to get on with it. I will of course support my DS' teachers as much as I possibly can.

"We all want the best for our children but the OP's pre-school assessment and its detail suggest a very involved and anxious school career for all concerned."

We agree on the 1st point at least. But no, I don't think we'll have an anxious school career thanks. I'm doing my panicking about how best to support my PFB starting school on here rather than in real life. As far as DS is concerned I'm telling him that school is fantastic, he'll love it and have a great time.

To everyone else, thanks for the opinions - especially those I read yesterday when I was fretting before going to meet the teachers for the first time. It'll be interesting to see how the year goes.

[Caff2]

This age, things are so fluid. My son (now thirteen) could do all op describes at reception. Is now set 5 of ten at secondary and was middle from year 4 onwards. Ability, in my view, is innate. My son is very average in ability, CAT scores and more trad IQ scores (generally about 105 to 110) )prove it, so we push him to be his best, but he won't be top. The reason he did so well when little? We pushed him.

Likewise, some who struggle in nursery come out of themselves later.

[HarumScarum]

An interesting study found a connection between precocious achievement in childhood and premature death, or rather an early death as an adult.

As a precocious early over-achiever, I would be very interested in this!!

[FrameyMcFrame]

My little boy is very bright but I haven't taught him to read before he started reception. Obviously he's picked it up a bit but I don't really want him to be bored at school.
Reception teachers are initially interested in what children can express verbally and the ideas they have. Most 4 year olds can be taught to read but bear in mind that all children will master those sorts of basic skills eventually. I'd agree with the the poster who said extend sideways not up, lateral thinking and making connections, creativity etc.

PS what value is there in being ahead of your peers at this stage in life?
An interesting study found a connection between precocious achievement in childhood and premature death, or rather an early death as an adult.

[runningonwillpower]

Why aren't teachers just trusted to do their jobs?

We all want the best for our children but the OP's pre-school assessment and its detail suggest a very involved and anxious school career for all concerned.

[JemimaMuddledUp]

We had a parents' evening after the assessments that the teachers do weeks into reception. With DD the teacher pulled out a document that had a ticklist of what she should have been able to do at the end of Reception, and she had already ticked every one in maths. She still had 4 terms left in Reception.

She has, I think, had differentiated work all along in the areas where she needs it. But at the same time she has stayed within her year group and loved every minute of the Foundation Phase. I don't know whether other children had similar results as she did at the start of Reception, but I would be very surprised if she was the only one.

I didn't say anything about any of my children when they started Reception, just let the teacher work them out herself. As you will know if you have been a teacher yourself there is a big difference between being able to do things at home with a parent and being able to do them independently in school. If I were you I would hold fire for now and look at it again at half term when he has settled in.

[Cheryzan]

You were a reception teacher!!!!!!!

Did you ignore kids who were doing well when you taught?

If not, why do you think this teacher will?

If so, I guess a lot of sayings spring to mind.

I honestly can't believe a reception teacher would write this. Tis very, very depressing.

[freetrait]

I think we have a strange idea of children age 3-7 sometimes. It's such a magical time. There is so much going on. You might not see it, but if you stimulate the right development (which is more subtle than linear learning to read/maths at this stage) then they can fly when they are 7.

So, chill and let your little boy find his own way in YR. I would just keep him going at home, get him some interesting books, talk to him, take him to the woods at the weekend, visit museums. If he wants to read, supply the books, write, let him write.

[simpson]

Also I think it can depend on how out going a child is. DS (now yr4) was very quiet/ shy in reception and getting information out of him was like extracting teeth, so his reception teacher could not see what he could really do (was doing it confidently at home). Also he did not like to be the centre of attention/stand out (he still doesn't).

DD (yr1) is a whole different ball game and v confident and will make it very obvious that she is bored/finds something easy.

[leeloo1]

Took too long to post and cross-posted! :)

Ok, perhaps I'll ask in general about their initial assessments and how they'll extend older/more able children... and when parents evening is... and wait til then to say anything.

[leeloo1]

Mmmm, interesting points. Thanks again to everyone who has commented. Maybe I won't take anything in... I just want to do the best for DS.

In (a completely separate, surestart) nursery I did just leave them to 'get on with it', but they had an artist in residence that DS adored and worked closely with, so I was confident he was learning a lot from her and he had to get used to being away from me, having school dinners etc. But, every time there were targets on the wall they were things like 'learn to count up to 3 objects' and there seemed to be no thought to what children would do who could do more than that. I'm worried reception will be more of the same.

Even at the end of the year I didn't feel the staff knew a 3rd of what he could do. In his book they'd quoted DS as saying 'I've got 1 engine and 4 carriages' - the comment was 'well done DS you are beginning to learn how to classify!' - I thought 'noooo, he's been able to classify by shape/colour/size for a couple of years now'.

My DH learnt early on that school was somewhere that did 'easy' work and you could laze at and I don't want my DS to be the same.

Periwinkle 'it was important she didn't think she was better than they were because she already knew something'
But would she not feel that she knew more if she was confidently saying the answer while others were umming and ahhing round her. I honestly don't know the answer to that, but its my concern.

Venus I definitely don't sit doing any worksheets/Kumon with DS. He's bright (and has had an extra year at home) and he's learned/we've taught him things as it seemed appropriate. Most stuff we've learned through play, cooking, counting steps/coins/skips/jumps/games etc - I've not been sitting with flashcards and beating him til he learned stuff!

DS is definitely not lacking in imagination - he's currently sitting next to me hosting a picnic he's set up for 'Bruce Wayne the ladybird' and 'Nicky the supermouse' - using buttons to be sandwiches and jelly. Oh now he's using the buttons to create a maze for them to play in... He's a well rounded, happy and confident little boy and whilst I'm sure he'll learn masses in reception I wanted advice about what to expect in a key area - in a school that I don't feel confident in (perhaps I'll feel more confident after our meeting today?).

Tiggytape Fab, I hope more than anything that there will be children at the same/higher level than DS - as I say, I want him to be challenged. At home I childmind toddlers at the moment and DS is used to being the one knowing more/ teaching others etc. It would be great if he had other kids to learn from himself.

To whoever asked, how I thought I was qualified to make assessments - well, I was a reception teacher prior to having DS, so I know how hard a job it can be to get to know and accurately assess/differentiate for 30 little people. So whilst obviously not objective about DS, I am as 'qualified' as any other teacher to say how he's doing.

I'm also 39 weeks pregnant, so perhaps worrying more than I would be otherwise...

[FadedSapphire]

I'm with Venusrising here- let them be and lay off the hothousing.
My little summer born ds2 seems bright but will not be reading when he starts Reception next week though interested in reading and numbers etc. I worried myself silly with ds 1 as not 'up' with the older or hothoused children. All evened out by year 2ish. Education a marathon not a sprint.
Chill everyone...

[simpson]

My DD was very good at literacy before starting reception. She could write stories and read well (cannot remember which book band maybe 5 or 6).

She still learnt loads and they stretched her in the areas she was not so strong in ie numeracy.

She was on book band 10 by January and free reading by April.

However as somebody else said she only got one "exceeding" in her end of yr r report as they really are quite tough. Her school expects a NC level 2C to be exceeding.

She had a great reception year and the school picked up very quickly what she was capable of, just hoping yr1 goes as well!

[pyrrah]

I totally understand your worries - I think a lot of parents have them, especially considering some things that are said in the media about underachievement etc... in the same way that many women are often rather wary of maternity care having heard horror stories of people giving birth in corridors and then find (unless they're very unlucky) that it's not actually so bad when they get there.

I sent DD off to the school nursery last year expecting her to be bored rigid and the nursery acknowledged that she was ahead of most of the other children. She hadn't made academic progress by the end of the year, but she did develop hugely in other ways that were much more important than being able to read Y2 books by the end of nursery or similar.

I also learnt to trust the teachers and school and now feel that I can potentially step in if I see a big issue but generally I can leave them to it as they understand the curriculum better than I do, and do genuinely have my child's best interests at heart. They have always said that she is very bright so I know they're not under-estimating her abilities, and also picked up that she's inclined to coast, but that academics are not the number one at this point.

DD loves school and learning and that is a huge positive for when she actually does have to knuckle down a bit.

So, I would suggest waiting till the first parents evening and listening to what they say - you may be very pleasantly surprised, if not then step in at that point. First week is not a good idea.

[Periwinkle007]

sorry back again - it would also be very unusual for a child to be taken for one to one time if they were more advanced at this age, they would have to check the child was completely secure at what they were covering and then would up the numbers say if it was maths. My daughter did all the phonics sessions with the rest of the class and I felt this was important even though she knew all of them. It was important she didn't feel different, it was important she didn't think she was better than they were because she already knew something, it was important that she revisited everything to make sure she was completely confident with it. It would in many ways have been nice for her to have moved on to proper teaching about split digraphs, verbs/nouns/adjectives etc and more but the basics are so important and if she truly is very bright then in Yr1 it should become obvious anyway and they will be able to stretch her more.