Bored bright reception child

[Rox19]

My child is Autumn born and was quite far ahead by the time they started school. Her pre school teacher wrote in her report that she had completed eyfs maths and was ready to count to 100, number bonds to 20. She knew phase 1 and 2 phonics too.

Well school v laid back and she didn't get a reading book until 2nd term. After first pink been moved to red stage 3.

None of this would be an issue.. Except she has been saying she is bored since Dec and now every day. Almost at the stage of refusing to go.

Has loads of friends, v popular. Excellent behaviour.

Teacher not interested, fobbs us off really. Said she is top group for number work, no other differentiation. Arranged to call me next week, but she told me face to face today there is no problem.

Anyone had similar or have any advice?

The 10mins learning and 20mins playing must be working well though, it has one of the top success rates in the country.

I think people should remember that in a good reception class the play is carefully planned to extend learning

Are you sure that what your DD is telling you and what is actually happening are the same?

How is your daughter getting on socially? One of the biggest learning experiences is working and playing cooperatively with, not just alongside others. I gather you have changed setting and your daughter will be interacting with new children. I often find "bright" children (and their parents) are so hung up on wanting structured, academic learning they don't always succeed in the team work, social and imaginative play in groups They don't see that structured play has clear learning goals and has educational value for children of all abilities. The main objective for some children is to use those reading, writing and maths skills in a social role-play or imaginative context.

New - a link? No it's just the schools way of doing things. Obviously they incorporate learning into play, but for 10mins it's just learning.
Ie 10mins learning phonic sounds and writing them, then 20mins of playing under tables covered in sheets with torches and objects learning about ' shadows'
It's a private school so they don't follow the eyfs anyway.

Well the practice is used in other schools I'm sure. It does have a good success rate imo as they have been using it or similar for years, and is a feeder school to Eton/ Westminster school etc

Ime, there is 10 mins intensive carpet time, then 20 structured play at stations which reinforces the 10 mins (children are directed to a particular station to meet their learning needs) Then after a few cycles of this, free play at any station they wish for a longer time.

The durations may be slightly different, I can't remember. My 2 have passed through reception now but I believe this is still how it's done. The reception teacher is regarded as one of the best in the school. You never hear anyone moaning about her or her methods or her results. Kids love her class too.

Also, it is not a private school, just a normal local primary.

Interesting comparison.

Enjoyingmycoffee - I have worked in many early years classrooms and can't see how 20 minutes is long enough for children to actually engage in anything. It sounds very odd to me, and like the children's "play" isn't valued at all. They get 20 minutes in to doing something and then are directed to drop it and do something else, then 10 minutes later are directed to drop it and do something else etc.

I think it's all within 1 topic though bmo. So, say counting to 10, or some phonic sounds or something.

It really worked with my ds as he has the attention span of a gnat, but also with dd and she likes to spend time on things.

Wish I could give you more info, but I'm just going off the few hours I spent in the classroom at the time.

I assumed this was a common approach.

Haven't seen the OP since Tuesday.

'I am surprised that a school would not have a gifted and talented list tbh'

Again why? What is a list going to do?

'You learn through play.'

Actually, not all children learn through play or unstructured activities. And there are some who learn much better that way than formally. Both types of learning need to be catered for.

saying she is bored seems an oddly adult thing to say though - at 5 my 2 girls would not have known the meaning of the word - now teenagers - oh boy do I know when they find stuff I want to do Borrrrrrrrrring

but they are arty types - so will happily doodle away on a piece of paper if they have finished their work, or spend time "inside my head" as DD1 used to call daydreaming...

I'd question that not all children learn through play - I think the research and evidence strongly suggests that is indeed how they learn. The work of Ferre Laevers is so important - his findings on involvement and well being. It's up to us as adults to provide the environment and opportunities (enabling environments) so that they can choose their play, become deeply involved and only then will really deep level learning take place. 20 minutes of directed activities is hardly the same thing and flies in the face of research.

'I'd question that not all children learn through play - I think the research and evidence strongly suggests that is indeed how they learn.'

What ALL children?

'It's up to us as adults to provide the environment and opportunities (enabling environments) so that they can choose their play,'

What if they can't choose?

'20 minutes of directed activities is hardly the same thing and flies in the face of research.'

Not even if it is direction on HOW to play?

Actually the exact role play plays in learning is still under debate and most experts recognise the benefit of a balanced approach.

Thanks for all the feedback.

Teacher barely let me talk & just loudly defended her teaching and years experience on a long rant.
Wouldn't let me get a word in. So awkward.

Suggested nothing, didn't show us any work. Said discuss attainment at parents evening later this term

Worst of all, all was in front of the child who was listening. Teacher ranted a bit at her about what she liked doing and that she had bought her a special toy. Argh.

Think have to see the head next.

Very interesting as the same issues are appearing at our school.

There is no other service, not even health now, where 'I'm the professional so I refuse to explain anything' is acceptable.

My DD's teacher woukd never do that. She'd give a short explanation with an invitation to make an appointment for a more in depth discussion if that wasn't good enough. The fact that she is 'available' to parents means she is trusted and pretty much left alone, appointment-free.

Op maybe its the way you said it?

Why does teacher need to trot out years of experience what has that got to do with your child, she is OBV very defensive, speak to head and stress in no way are you questioning teachers expertise however you are in a tricky predicament...

Friends child is G and T, was moved up a year and gets special work in subjects where ahead.

But private schools are usually aiming for something! Likes yours Ant....aiming for top public schools!