ok, so I just got dd's report, and it would appear I *am* on of those parents!

[TheCurseOfTinsel]

dd is in year 2. I just got her end of term report through, and her maths grade has slipped from 'working in excess of 2 years ahead' (ie G&T, allegedly) from her end of Year 1 report, to 'working below expected levels, and requires support'

in 6 months.

This is the first I have heard of this. not a word from her class teacher (who I see regularly at drop off/pick up), no mention of maybe having a meeting to discuss what the hell is going on.

how on earth is it possible for dd to have been a level 2a in maths at the end of year 1, and to now presumably be performng more at around a 1a? without anything being said to me?

6 months. in 6 months she has gone from doing ok, being ahead, understanding it all, to underachieving and not understanding it, and needing extra support. her effort grade remains excellent, so this is not about coasting, or non-application.

what would you say to the teacher, if this was your child?

all other subjects remain fine, and as expected. only maths has slipped (and slipped doesn't really cover it, does it?).

and, fwiw, this is not about the loss of the so-called G&T tag, but about the complete and utter lack of communication that dd may be struggling in a subject.

I need to compose an email to the head asking for a meeting, without looking precious (I cannot emphasise enough how this is not about whether or not dd is G&T), or ranty (which god knows I am feeling right now!)

Might just be a copy&pasting error. Surely you should speak to the teacher before doing anything else?

I suppose it could be a typo. unlikely, though, as the numbers required are not adjacent. and, given that the rest of her report remains in the G&T areas, I would expect someone along the line to have picked this up (if only to do the same 'wtf?!' that I did ) - head of year, head of lower school, and head of whole school have all read through the report before it arriving on my doormat.

if none of them have even noticed the anomaly (and therefore checked it wasn't a typo), then we have a bigger problem than the initial one, tbh.

Speak to the class teacher first. Probably a typing mistake.

Was there a comment as well, or just a number? Because it does sound a bit like a typo.......

Speak to class teacher and take it from there......

I really don't think it can be a typing mistake, as I said above. there is a whole line of people who have had this report - if it is a typo, then they are clearly not doing their job properly. it is a small school. the staff all pride themsleves on knowing each and every pupil, and I know that dd is 'known' as an able and enthusiastic pupil.

On the basis that it isn't a typo, then what should I do about this?

at the recent parent's evening, as always, the support staff were available to speak to for those who wanted to (you make a separate appointment, directly, if required). of course, I didn't bother, because I had no idea dd was receiving extra support - again, why was this not flagged up?

I will now have no formal opportunity ot speak to them until the summer term, unless a separate meeting is arranged (difficult for many reasons, but of course I will do it if necessary)

Go in tomorrow and ask her class teacher about it. Don't bother with an appointment, she should give you 5 minutes. If it's not a typo, make an appointment for the beginning of next term to talk about it properly.

What does your daughter say?

Does sound like it must be a mistake

I would have a word with the teCher directly and tell her exactly what you have us. That your dd was ahead last year (level 2a) but is now struggling (1a). How is that possible?
Ask what dirt if support she is getting and why.
Ask what sort of problem she us having and you can do to support school.
Ask why she had never mentioned that before (and nothing was said at parent evening) when this is do different from last year and the rest of her report.

Either there is a mistake at their end.
Or your dd needs some support and all the questions above need to be answered.

As an aside, seeing your dd doing her maths homework, have you had the impression she was struggling?

Sorry, auto correct on the phone has been making up very strange sentences.....

term has already finished, so looking at next term for a meeting anyway.

dd has mentioned finding a couple of things tricky in maths (but as I said before, her confidence is non-existant) but was actually really pleased in the last week of term as she felt she had been doing well.

I understand the copy/paste bit. I can't understand how, when the report crossed the HoY, Lower school head, and school head's desks, this was not noticed - a '4' achievement grade, in a column of '1's sticks out a bit! So I can only assume it was noticed, checked (because after reading that, then glancing up at the name at the top, would come the 'wtf?!' moment) and the grade is correct. any underachieving grade would be looked into, tbh - dd is at a high performing prep school. underachieving is not what they want.

so yes, 3 sub levels in 6 months, without a word.

tiggy if the evaluation is done by level such as 1a, 2b etc all the different sides of maths will have been taken into account. You shouldn't be able to move from one level to the next if you haven't mastered all the different subjects. Hence you can't move down a level.

Copy and paste error

Or they marked her up in yr 1 for whatver reason.

Unless there is a sentence typed by the teacher saying that she is struggling with maths, I would assume error until told otherwise. Just double check tomorrow and then if it is right ask for a meeting.

As for it not being picked up if it is an error, all these columns of numbers can blur into one if you are reading lots of them. I wouldn't necessarily expect it to have been checked that thoroughly.

Is it worth ringing the school tomorrow to see if anyone's there?

Presumably there are procedures in place to discuss reports before the summer?

x-posts.

dd doesn't have maths homework at all. so I can only go by what we do in random chat around and about - you know, the adding and subtracting around the supermarket, playing with numbers if it is an interesting date, etc. we don't do a huge amount of it, as dd is not that keen on maths, and was (previously) performing ok. but from what we do, she has been the same as everm tbh. she can work out recipes, play around with doubling and halving numbers, work out quirky sequences (if we are playing with dates/times) and so on. I haven't noticed any sudden issues.

the topic issue doe ssound plausible, but I would still expect to have been told that dd was in need of support, rather than find it out via an appalling achievement grade in an end of term report.

Oh, and I don't want to worry you, but 2a at the end our year 1 is very good- but I don't think it's "2 years ahead" at high performing prep school. It is about a year and a bit ahead in an ordinary state primary.

Unless I'm misremembering- mine are older......

How is she on this subject in your eyes? Is she comfortable with numbers, learning her tables etc. That seems ridiculous that she has gone backwards.

It might be performance anxiety if she's got little confidence. But I agree if it's very different to last term you should have had wind of it by now.

I could ring the school, but all relevant people are off - head is on a residential trip, head of lower school is away, and dd's teacher was off ill at the end of term, and quite poorly.

it is possible they marked her up in year 1, I suppose. although her teacher last year was quite honest with me about dd's strengths and weaknesses, and actually told me she had marked dd down slightly in a couple of areas (english rather than maths) as she felt dd was only on the cusp of being considered G&T, and she didn't want dd to feel under pressure (given her confidence issues). So I can only assume the same rationale was applied to all subjects, and dd was solidly ahead in maths to be marked as she was.

I am, tbh, furious.

dd (imo) is a strong contender for spectrum issues, and presents as incredibly gifted. she talks a good talk, but there isn't always substance to back it up. I have said this to the school since she started there in the pre-school. I have said it at every opportunity, to just about everyone who should know.

I have been looked at as though I am imagining things, been told they would see it if there was a problem, and that there is no problem.

I have said all along that this is exactly the situation I wanted to avoid - dd presenting as being so far ahead, and then crashing and (as she will see it) failing. and here we are.

curlew, according to the info on the report sheet in front of me, NC 2a is the expected level for the end of Year 3. dd achieved this (allegedly) in year 1, hence the 2 years ahead thing (according to her school). it is entirely possible this isn't correct, I haven't checked, but I assume it is (as it would be so easy to check/disprove)