Mixed feelings over parents' evening

[manchestermummy]

If any of this sounds like a stealth boast then I can only apologise; it isn't meant to.

We had our first parents' evening last night. DD1 (just turned 6 and in Y1) seems to be doing okay, but I can't figure out if she's being assessed against herself or any national criteria or anything. They've been given categories in English and Maths etc. of Satisfactory, Good, Improving and Very Good. For everything she has either Good or Improving. That's all fine.

However, I am baffled as to why she's been assessed as only Improving for reading. She's on ORT 7 in guided reading. Surely this is Very Good for a just-started Y1?!?!? Her writing is excellent, very neat, with lots of detail and very, very good spelling, but because it's a little big, only an Improving. Same for overall presentation - only Good because of 'big' writing.

Her teacher also tells me that she struggled for a few days with maths so was put into a different group, but then yesterday was 'fine'.

What's also relevant is that at DD1's school, children are invited to attend parents' evening and I had to have all of this in front of DD1. With hindsight I should have left her at home but she wanted to come. She's gone to school all quiet and withdrawn.

Am I being ridiculous?

Is the order you've given the order the categories are in (i.e. "Improving" is better than "Good" and worse than "Very good"?)

ORT 7 is above average for a newly started Y1, but it is not amazingly exceptional (there will be plenty of children in this year group reading chapter books for example), so seems reasonable that this does not warrant "Very good".

If there is a mark for presentation then "big" writing will take the mark down. I would imagine for "Very good" you would need to have small, uniform writing, probably starting to join (or joining).

I would guess the "writing" mark is about content, rather than presentation (esp as there is a separate presentation mark) - hard to judge from what you've said.

Sounds like your DD is doing very well, and you shouldn't be worried (and she certainly shouldn't be upset). Perhaps the school needs to clarify its grading system (e.g. only the very top few children will get "Very Good").

Compared to the national average I'd say your DD is doing very well. I'm guessing she's in a class where a lot of children do well and the teacher is comparing her to them. I take it that improving is above good. If so then I really wouldn't worry too much. Some of the others may have been reading and writing before they got to school (or perhaps are older in the year) and they have an even higher standard. Just tell your DD she's doing very well and not to worry about what the others are up to :)

That all sounds very good to me. My DS is the same age, and is quite bright and doing well as far as I know. He is only on ORT 4, and his writing and spelling are interesting to say the least. I think your DD is doing well, and I wouldn't worry too much about the schools assesment of her. As long as she is progressing, and is happy at school then I think its all good.

ORT7 is good at this age, perhaps even very good but if very good is the top category then ORT7 would have to be in a lower category because there will be children reading chapter books.

I have to say i find it bizarre they categorise them like this, we had yr1dd's parents evening recently and there was absolutely no mention of levels at all.

The school has started to really push them this year. What I would like to know is their point of reference otherwise it all seems a bit meaningless.

I understand your frustration with regards to no point of reference. When I taught we had to give a mid year report with similar categories. However, the categories related to each individual child meaning that an above average child's 'improving' meant something very different to a struggling child's 'improving'. One of them would be expected to write more complex sentences, for example, whilst the other would be expected to use capitals and full stops correctly. I spent the weeks after the reports went out explaining this over and over again to upset parents. I brought it up with SLT repeatedly but to no avail .
Just keep in mind that it's the start of the year and however able a child is, the teacher will be challenging all of the children to progress.

I have children the same age. The very good readers in the class are on level 10. And 11. There is one free reader. Level 7 would be regarded as good.
Not sure what improving means, perhaps check, I would assume that means working towards expected level.
At the end of reception did you get the report with the 17. Levels. And how she was doing compared to them?

She got 10 exceedings.

I am wondering now if these levels are personal to her. Having seen examples of writing on the walls in the classroom, I can see how good it is compared to others. She punctuates well (capitals, full stops, question marks, exclamation marks and is even trying to use apostrophes). The top reader in her class is only one level ahead. (class of thickies, clearly!)

Either way, I'm hoping it all works out. She has been 'demoted' in maths but as soon as this happened she apparently was getting right that her previous group was working on.

I am increasingly baffled, tbh! Thanks for all the feedback though; it really is much appreciated!