Feel like DS is behind - does he need a tutor or am I panicking too much?

[berri]

We moved back to the UK from overseas just over a year ago, so DS went straight into Y1 without having done Reception. He struggled a bit in Y1 but I could never really get a straight answer from the teacher about how he was doing because she kept going on about how they can't compare the children etc.

Now he's moved into Y2 and looking at the class curriculum, I don't see how he'll be able to manage it. Despite us doing lots with him, he doesn't have a head for numbers (just like me!) and can't yet tell the time or do sums up to twenty, for instance. We try to do as much as we can at home but DD is younger and very disruptive.

Parents are starting to mention the SATs in May and I don't want his confidence affected if he can't do them. How much do they matter?

Is it time to think about a tutor?? We could afford the cost, although it would mean he's doing something after school most nights which I don't really like seeing as he now has homework etc. There is a Kumon place nearby but I have no experience of them, or tutors for that matter.

Any advice would be greatly appreciated.

I wouldn't go for a tutor, I think at this point encouraging a love of learning is more important.

Speak to his teacher, see if they are concerned and if so ask them for advice on anything little you can do at home.

Agree with what Sirzy says. See the teacher, ask for specifics - what are his targets, what can you do to help him at home.

I teach year 2. Most of them can't tell the time yet. Do you have a prominent clock (with numbers - not lines or roman numerals) in your home? If so, use this to reinforce the time. Start with o'clock, then half past - "Look, DS, it's 8 o'clock. Time to brush your teeth."

I wouldn't be worrying about SATs. They do not matter to your child's future in the long term.

Kumon is effective in enabling children to develop skills in calculation, but is expensive and is basically drilling 10 minutes a day. You can print off your own worksheets for a fraction of the price.

he doesn't have a head for numbers (just like me!) I hope you haven't said this to him.

It sounds to me as if a good tutor would identify and plug gaps in your DS's knowledge and give you peace of mind. Go for it!

Thanks both of you. No temporarily definitely not, we wouldn't dream of it. Just keep trying to help him by telling him not to panic when he sees numbers, I know exactly how he feels, he tends to blurt out any answer before thinking about it and then gets confused.

We do have a clock at home, yes, he's getting there but some days I think he's got it and then the next day seems to have forgotten everything he said previously. I know it's not a big thing but just one example of something other children seem to have picked up a while ago which he finds hard.

Thanks for the info about Kumon, that's interesting.

Make an appointment with his class teacher to discuss things. Ask what you can do to support him and what the school are doing. Hopefully you will then be in a better position to make an informed plan of how to help your son.
Personally I wouldn't recommend parents use Kumon.

I'm a tutor. At that age I do relaxed, fun sessions.
The kids work hard without even realising it.
In my experience the kids who struggle with maths in year two really benefit from a little boost to get the basics. Teachers don't have enough time (class sizes) and too much curriculum to cover to ensure the kids really have an understanding of the concept of number. Many parents have rung me when the kids are in year 3 or 4 and are having real problems because the understanding just isn't there

I really agree with chelle. It's very complicated to fill gaps from Y1 when DC are in Y4.

My ds definitely couldn't tell time at that age and he is very good at maths - so I wouldn't worry. I don't think they're even aware of doing the SATs at this age - my ds mentioned having done them after it had happened but the school didn't tell the parents (quite rightly in my view).

The teacher should have been able to give you a straight answer about where your ds is compared to the 'average' levels for each year group - my ds is always at the bottom of the scale for spelling but usually manages to reach the minimum acceptable level by the end of the year. I think the lack of clear feedback is what's causing you to panic, this is what you need to address first.

The KS1 tests are changing they will be very different next year (there is even a suggestion that they could be externally marked like the KS2 tests) so can't be compared with this year or past years.

m.youtube.com/watch?v=t7dgWlInpok

It all depends on what you think he is capable of, and whether he'll be open to extra tuition.

Judging by what you have written - he will only continue to fall behind, and more importantly it will destroy his confidence in his ability to do math. And by Y3-4 it will be a lot harder to change it.

I think it's too early to decide that he "doesn't have a head for math". It is also likely that because you don't like it - you are not the best in explaining things to him, and having the little sister around is not helping.

If you can afford it - I'd definitely consider having someone who can make math fun. And, if it means that he has too many activities, I'd temporarily stop another activity.

And even though I do not like Kumon, in your specific case - and if you can't find a good, fun, tutor - I'd give it a try. Kumon is good for practicing and building calculation skills. And for people who are not best friends with math, Kumon gives a good structure. 10min/day may make all the difference for him. It certainly worked for my friend's daughter.

OP - this is my standard Numeracy information, which might be of help. The two 'links' at the end to web sites are also useful; Woodlands covers all subjects:

Practical things are best for grasping number concepts - bricks, Lego, beads, counters, money, shapes, weights, measuring, cooking.

Do adding, taking away, multiplication (repeated addition), division (sharing), using REAL OBJECTS as just 'numbers' can be too abstract for some children.

Number Bonds of Ten forms the basis of much maths, so try to learn them. Using Lego or something similar, use a LOT of bricks (of just TWO colours, if you have enough) lay them out so the pattern can be seen of one colour INCREASING while the other colour DECREASES. Lay them down, or build up like steps.

So:

ten of one colour none of other
nine of one colour one of other
eight of one colour two of other
seven of one colour three of other
etc,
then of course, the sides are equal at 5 and 5; after which the colours 'swap over' as to increasing/decreasing.

To learn TABLES, do them in groups that have a relationship, thus:

x2, x4, x8

x3, x6, x12

5 and 10 are easy

7 and 9 are rather harder.

Starting with TWO times TABLE, I always say: "Imagine the class is lining up in pairs; each child will have a partner, if there is an EVEN number in the class. If one child is left without a partner, then the number is ODD, because an odd one is left out."

Use Lego bricks again, lay them out in a column of 2 wide to learn 2x table. Go half way down the column, and move half the bricks up, so that now the column is 4 bricks wide. That gives the start of 4x table.

Then do similar things with 3x and 6x.

With 5x, try and count in 'fives', and notice the relationship with 'ten' - they will alternate, ending in 5 then 10.

It is important to try and UNDERSTAND the relationships between numbers, and not just learn them 'by rote'.

An inexpensive solar powered calculator (no battery to run out!) can help learn tables by 'repeated addition'. So: enter 2+2 and press = to give 4. KEEP PRESSING = and it should add on 2 each time, giving 2 times table.

There are good web sites, which can be fun to use :

www.ictgames.com/

www.woodlands-junior.kent.sch.uk/page/default.asp?title=Woodlands%20Junior%20School&pid=1

Thanks so much everyone for your input, it's really useful to have some more opinions on this. Mmom it's highly likely that you are right in that I find it hard to explain things to him, therefore making the whole thing unpleasant for both of us.

I think I'll try to make an appointment with the teacher this week and ask whether he is actually behind or not - probably best to establish that first.

Ferguson thanks for the info and for the links, will have a look at those.

chelle72 do you have any advice on how I would go about finding a tutor if we decide to go down that route? I have had a couple of leaflets through the door recently but no idea how to compare people. Like you said I'd want someone who is just going to try to make it fun, if he ends up hating it it might make things worse!

Going to dig out the calculator & lego!

op there are a few agencies that I advertise through. If you want to PM me I'll give you the details - also it'd be interesting to know what area you live in. Mostly the way to compare people is to invite them over, have a chat, find out about how they like to teach and their teaching experience. TBH - from my experience, all parents, once they meet me, just sign me up and keep me for the year. I'm pretty shocked that they don't meet more than one tutor. Saying that, I'm really busy and only have a couple of slots left so maybe that's an indicator?