Reception report underestimating ability

[Owletterocks]

I hope I don't come across as a pushy parent, I promise I am not. Dd's reception report said that he was expected in numbers which I would be happy about but it goes on to say he can count to 20 reliably and add and subtract single digit numbers. The thing is, he can do much more than that, he counted to 347 the other day (unprompted as there were 1000 stickers in a book and he wanted to check!) he can count to 100 in 2's 5's 10's and even 9's, again unprompted and usually on the way to school as a way to pass the time. He can add double digits so 22+25 etc in his head. I wasn't going to say anything as I suppose it doesn't really matter but it's just annoying me that I feel that they have assessed him so far behind what he can actually do. I am also worried that he will get bored in year one because he can do more than the teacher will think due to his reception levels. Just after some advice really, do I say nothing and just see how he goes in year one or bring it to their attention that his level was underestimated? If I do that will I be the annoying, pushy parent?

Cynically, I have noticed that under reporting in reception is rife because the child then has a nice chunky 'improvement' to report in y2 sats

Although my experience is secondary, I would also be suspicious of this as the reason. I have worked in schools where there was an arbitrary cap on grades we were allowed to give in year 7 and 8 to allow evidence of progression to year 8 and 9 reports.

I have had the same amusement at the under-reporting on paper reports of my DDs skill but I know from talking to her teacher that she is well aware of her abilities and have assumed she is tied to using these stock phrases from the curriculum in her reports.

Since progress between EYFS and Y2 isn't measured I'd very much doubt this us the case.

Not read all your replies. This was my child too. Considered average at the end of reception when he was reading Dahl at home. He didn't write much and was quite quiet, so I think they struggled to evidence levels. Things got a bit better in year 1 (but they still struggled to evidence things) and by year 2 they had the full measure of him. He's now sitting A levels and very academic.

It might be good to have a nice chat with his year 1 teacher in September? Explain about the counting

One thing that my ds did in class that made it evident he knows stuff was actually the number bonds.
He's done all the normal things first, like 9+1 = 10, 8 +2 = 10.
After that, he carry on making all sorts of different equations using all his knowledge, all four operations, and fractions, decimals, powers and square roots, all in the class environment, independently.
Actually, he always has done something extra with simple homework as well, so, I think there was no way the teacher cannot notice his ability.
But how he is treated/encouraged/stretched really depend on each teacher. Reception teacher and yr2 teacher raved about his ability, but YR1 teacher was totally meh about it, saying he isn't that good, has gaps, whatever.

It is certainly possible for a child to mislead the teachers - my youngest was a master of this in reception - he had loads of extra help etc, which he probably did need in writing, but in terms of maths he is a whizz. However, I discovered what was going on when I got a note home saying 'we're really pleased with him, he counted 5 objects with some support'.

This was the boy who could count as far as you like, could add 2-digit numbers to other 2-digit numbers, subtract, multiply, divide, estimate, and do some very basic algebra!!!

It turned out that he had twigged that if they asked him a question and he said 'it's tricky, YOU do it' - they helped him, basically did the question for him, and then gave him a sticker for trying hard. We soon changed that regime!!!

It was certainly magnified because his writing was not good, and so he found it hard to record work, and he totally didn't get on with phonics, it was not a good system for him, so it didn't seem surprising that he seemed behind in maths.

I really wouldn't worry about y1 yet op. Ime a good teacher will notice ability anyway and try their best to provide suitable work, no matter what the reception report says. Whereas with a less capable teacher he could start y1 with a gcse as evidence and they'd still try and justify mastery of number bonds to 20.