Keeping a child back because there aren't enough stages

[PippaHotamus]

I'm not sure if this is usual so thought I'd ask.

Ds began a new school just over a year ago, half way through Y3. He was given a reading test and basically told to get any book he liked; he chose one that happened to be a stage 15, the teachers disagreed that he was ready, and he was put back to stage 12.

These proved quite a bit too easy, and he was put back up to stage 13 or 14, where he stayed for a year until this week - suddenly the present teacher has realised he can read pretty well, he's reading 20-50 pages on his own most nights (David Walliams/Jeff Kinney) so he's finally been allowed on to stage 15.

The thing is, he told me that he was on stage 14 for so long because the TA last year told him that if he went onto stage 15, they would run out of books to give him.

This surprised me a bit as I thought children should be on books that challenge them a bit, but I can understand if the school was trying to pace him or something.

Is this what often happens? Surely they just move on to free reading when they have finished the ORT?

Thanks if you got this far.

[WhattodoSue]

Our school goes all the way through to Ruby (level 15). When my DD started this year, the school took her back from free reading back onto the ORT levels. I can't remember what they put her on initially, but it was way too easy. The stories were way too simple for her, and she was frustrated. They moved her up a number of levels, and the stories were better. I didn't really understand what the point of them was to begin with. The language and basic stories were a lot easier than she was reading at home (she is a voracious reader). But I had a really interesting talk with the teacher. The main point of these extended levels is that it makes it easier for the school to examine and teach comprehension, and in part for them to learn to make implicit understanding explicit. So, whilst I can understand why they use higher levels, I do not understand why any school would artificially hold a child back. If, like for Irvine101's DS, the child doesn't have to actually physically read the reading scheme books, then it seems daft, but not actually harmful. But I can't imagine how demoralised a child would become if they were obliged to read books that were too easy, just to keep them within a certain level.

My DD is in Y2 and has been working her way through the KS2 levels. She reads them because they are school books, and reads her own books the rest of the time, but the school have asked that she reads one a week, so she does.

[WombatStewForTea]

Eugh I hate scheme books. As soon as my Y3s are capable I get them free reading. So much more interesting!

[angelcake20]

Straight from Lime to free reading at our primary whenever a child is deemed ready (though this regularly isn't when a parent feels they are ready). This can be any time from yr1 to yr4. There are separate libraries for KS1 and KS2 and free readers just chose their books from these.

[PippaHotamus]

Yes, we do, and thank you for the reply - I like the sound of 'read whatever level you like'. I wish ours was a bit more laid back.

I just hate the thought of him being forced to read the dullest of dull books, that he could manage easily, just to tick the box that said he completed certain levels.

He's been reading his own books in bed for ages as the school ones are not his cup of tea usually, though the 15s are a bit better... his reading his own books didn't count towards the reliable reader thing till about three weeks ago when the HT changed it for him, in a meeting, and now he gets the sticker every week.

So that's progress anyway.

[user789653241]

My ds has been on lime(11?) for over 2years in ks1, and now ruby(15?)
since start of yr3. He didn't/doesn't have to read any of those banded books. It was just official level on paper. He can choose what he likes, since end of reception. Level didn't really matter to him.
Just let him read what ever he likes at home?