End of reception, no child higher than level 2 ORT

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Does this sound unusual? My DC2 is level 2 ORT after a year of school. When I raised this at parents evening because I was concerned it was slow progress I was told she's one of the top readers in the class and none of the children have moved to higher levels.

This seems odd to me. My DC1 was a free reader by Xmas of Y1 and in reception there seemed to be progress up the levels every fortnight or so.

Would others be concerned about a school with no higher readers by this stage?

Yes, that would concern me. I would assume that they have the rather ridiculous policy of making children read every book in a level before they can move up.

When dd1 was in reception there was a policy of top readers were only allowed to get to ORT 3 in year R, 6 in year 1 and 9 in year 2.
This meant that dd1 spent most of her time on "free readers".
I know one of the other children's parents was told that "there was no child higher than level 3", which was terribly misleading really, they were then most put out the next year when they discovered their dc rather than being the best, was half way down the form (very academic form on reading).

Thankfully they got rid of that idea by the time dd2 got there, but could it be something like that?

Hey, what about their enjoyment of books? Concentrate on that and you will be helping the development of a real reader. Can't understand this obsession with moving up the reading grades. Read for enjoyment and information. Some of those reading schemes can be less than exciting. Share story books, relax and use reading in as many contexts as possible. What about writing notes to each other. Making up stories and writing these down. Reading for a purpose not to tick off another level of an often stilted text.

This would concern me because most reception classes have children varying massively from those barely verbal to those already reading fluently. It would suggest to me that all that is expected is level 2 and children are left to fend for themselves once they reach this level. Even my bilingual dd with glue ear and speech delay reached level 4 by the end of YR, which for her was a massive achievement.

I'd be concerned, although it depends on the intake - levels 1-3 are designated 'age 4 to 5' so there should be some on level 3 I'd have thought. How does DC2 get on with the books from school?

If your DC2 is level 2 that's fine, by the way - it's the fact that no-one is higher that would ring alarm bells. It suggests that there isn't much differentiation going on. DC1 has just finished reception and her class had kids from levels 2 to 10 I think.

As literacy coordinator I would be extremely concerned if this was the case at my school.

To be clear I'm not particularly worried about my child being on level 2, although she reads them easily and reads things like Charlie & Lola at home, so I think she could be pushed more.

What I am concerned about is no other child being above level 2. It suggests it's either a very homogeneous class with no precocious kids, or the teachers are not differentiating properly. I fear the latter as my experience if the kids I see on play dates etc is that they are bright and engaged.

Being above level 2 reading books at the end of Reception isn't precocious, but it definitely sounds like a lack of differentiation.

HappyDays reading for enjoyment is quite difficult when you're told that you MUST read the school books, and they're at a ridiculously easy level. Early reading books are not generally gripping.

Much easier to enjoy reading when you've got access to books at an appropriate level.

Quite agree about the concern of having to read texts which are not interesting and too easy. It is the interest which would concern me as sometimes a child's ability to read a text outstrips the content and understanding. Children usually respond well when encouraged to choose their books. It gives them the sense that they are in charge of what they read. Sharing books, maybe taking turns in reading pages can lift the reading process to a swifter and easier process where the content becomes all important. In this way the intellectual process which involves phonics, syntactical cues, the sense of the content, prior experience of book language, recognition of words are less hindered by the slower, more laborious deciphering of just words. By the time that some poor child has deciphered a word he has often forgotten the sense of what he is reading. Does the class have lots of stories read to them? Do you read stories you both enjoy. Sometimes parents spend the time on the school readers and forget the pleasure a child gains from being read to. It is this pleasure which leads him towards becoming a real reader. Is the class lively? Lots of imaginative happenings with lots of good books around. Do the children come home and talk about things the class are doing? If you are concerned go to the Head and ask for a little chat about a concern that you have.

I agree, some children will be on stage/level 2 at the end of Reception and that in itself would not concern me as chn develop differently. However, NO child above that? The lack of challenge/high expectations would concern me.

Ps to above. Do you still have a children's library nearby. If so regular visits with children choosing books would give you a wider access to appropriate books. Do wish you well as I believe a love of books is the most precious gift you can give a child, especially in today's world with it's many distractions.

Please can you tell me the name of the reading scheme your children seem to be stuck on. I am wondering if they are being heard to read in groups. Are they being heard to read individually? I used to keep a detailed check list which I devised and the school used. However, I know schools seemed to go for the groups which is time expedient. Can't understand why a child can't progress through the various stages or heard one to one.