My DD has struggled through Y1 and "not made any progress" according to her teacher, especially in phonics and literacy (this was not a surprise. We have had various meetings throughout the year with Senco, class teacher and others, and she has been getting lots of extra support, as well as being on the school list for an ed psych assessment next yr). Her class teacher spent a lot of extra time with her in the last few weeks, determined to get her through her phonics screening. I obviously appreciate the effort her teacher put in (she told me in the weeks leading up to the screening, she was spending daily one on one time with her to go over her digraph sounds), and the results showed in the tests, where in that time she went from initially scoring 17/40 when her teacher started spending time with her, to her final result of 27/40 in the actual test, so a huge jump in the space of about 3 weeks of hardcore training to the test. She didn't pass, which is fine, but the improvement was amazing. However, I'm now concerned that despite the fail, the result has masked the issue my DD is having, which is that she is lost and unable to learn in a classroom environment, and needs that one on one support in order to progress. So my question is, will she receive extra support just for "failing" (I hate that word for my not-yet-6 yo), or are there levels of "failing" and as she was actually reasonably close, she'll be overlooked in support from school, in favour of those with a "worse" fail? Or will the fact that the school is aware that she is struggling in the classroom, to the extent that they are referring her for an ed psych assessment, take precedence and she'll receive all the extra support that she would have done if her final result was the 17/40 that it could have been without the one on one help she got leading up to the tests? Or am I just a bit crazy for worrying when I should just be thankful that her teacher made the time to spend that extra time supporting her??!