Do kids who start school being able to read still have 1to1 reading time?

[OnlyParentsAreReal]

I know kids who can't read need more help but do kids who can read just never get to read to the teacher/TA/etc? Or would they get the same as everyone else?

They do in my school. I can't say it's 'the same as everyone else' because disadvantaged children will be prioritised but everybody else regardless of level gets 1:1 reading time at least twice a week

So would a disadvantaged child who could already read still be prioritised?

So would a disadvantaged child who could already read still be prioritised?

Yes. All children have to make progress. Teachers don't stop moving them on once they get to a certain point. The way they learn might be different though, for example there might be a guided reading group for the HA kids, or different questions to answer (written or discussion) or they might get a bit less time with a teacher.

The teacher must assess progress, whether they are top performing or struggling. They will listen to all the children read. How could they assess if they didn't?

Yes, they do read 1-1, but not as much as other non readers do, and mostly for assessment purposes only, I think.
But it doesn't mean teacher don't hear them read regularly. Ds was often asked to read something to the whole class during lessons.
School knew he can read, and reading at home. So no need for 1-1 like other children.

Ds couldn’t read when he started school but had self taught himself some before he started phonics then powered ahead of his class fast. He still got some 1 to 1 in reception but not as much as those still learning. In year one he gets as much as everyone else.

DS could read when he started school (he is nine now). He was heard read at least once a week, generally by a parent helper.

I have been that parent helper in other years. There was a list of "priority readers" and we would try to hear this group of maybe ten children first, unless they had already read a lot that week and other children hadn't read at all. While most of the children who were priority readers clearly did need a lot of help, some seemed to be on the same level as others who were not priority, so I have a feeling the list might have included children eligible for Pupil Premium.

Mine all did. The way it worked at infants was everyone read to a teacher once a week and a TA/parent helper once a week.
The bottom group (and occasional children from the second to bottom if they needed it) would read more and usually to the teacher (or head teacher in some cases if she was free) it depended on how much support they needed how much more, I know at one point one child was reading twice a day to help him, but generally 4-5 times a week was more usual.

That's strange they don't prioritise solely based on ability. So would they still have them read a leveled book even though they were past them or would they let them sit there and read the Hobbit?

My ds's yr2 teacher actually prioritised him for reading 1-1, concentrating on not just reading, but with inference, deduction, etc. But she was also prioritising him for maths. She was great for able/less able children, but slagged by parents of average children.
I think it really depend on teacher and school, what they are trying to do. A lot of school do try to bring up the level of less able, so able ones tends to get less attention.

Yes, absolutely. And if they’ve learned to read by sight, they’ll still need to do all the phonics stuff as well, so it’s important to know that they can blend and segment.

In our school yes, they would still read a levelled book (if you mean one from a reading scheme), though it would be one suitable for the child’s level. I listen to y4 readers and still hear the entire class - though in some cases only once a term as they’ve long been free readers. Even then, they still (IMO) need one-to-one time because when you talk to them about what they’re reading, it’s clear some don’t have much comprehension of the words in front of them.

I think what I’m trying to say is: reading isn’t a done deal. Even if you “can” read when you’re 5, it doesn’t mean you don’t need to progress.

How would they know if they know all of their phonics, do the test them when they start school?

Oh, sounds like I've misunderstood op's comment.

I second Very's comment. My ds was natural decoder. He was able to decode anything. (Reading age of mid teen at start of reception.)
But he really enjoyed learning phonics and gained a lot from it. It just made his reading ability stronger and secure. I don't think just because you can read, you get bored at phonics at all.

Sunny so in your school they'd be stuck reading the last level from when they start till when they leave the school?

No. They work through the levels (move up when they’re ready, not when they’ve read all the books if you see what I mean - so could be re-levelled within two weeks or six months depending on the progress they’ve made).
At about level 16 the books are generally abridged classics (is that the kind of level you are talking about?), then when they indicate they’re ready to move on from that and the class teacher agrees, they become free readers ie can choose their own books. Even then, they still read one to one, albeit less frequently than the children who find reading challenging. So they’re not stuck at all.

Op, why are you so obsessed about what happens in school when your dc isn't even in school yet?
Reading imo is less of a worry. Literacy is a lot more easier to extend able kids than maths, and a lot easier to supplement at home as well.
If your child is too far ahead and you don't think any normal school can deal with dc's needs, best option is to find a way to send them to super selective private school.

Sunny you've confused me now so in your school they only do the one to ones regularly while they are one the reading scheme?

No, they do it throughout, but it tapers off as you become more independent.
However, tapering off doesn’t mean it stops altogether.
Does that make sense?

Last year a child came into my reception class able to read (not quite at the level of The Hobbit).

A phonics assessment showed that he had very little understanding of phonics but had a huuuuuuuge sight vocabulary. He also didn't write at all.

It was essential to teach him phonics in order to teach him to spell and write and to further his reading. And he did get 1-1 time.

I read Lord of the Rings when I was 6yo.

I still read regularly to a teacher throughout primary, but not as often as the children who struggled.

In my experience, the less able children are listened to more frequently than the confident readers. The more able are still listened to regularly though.

DD in reception occasionally read a book to her teacher 1:1. It wasn't as much as every week, and it seemed to flag completely in the second term. She wasn't made to read levelled books, she chose her own from the library.

In Y1 she's supposed to be doing some comprehension work with the teacher, but again not sure how often it's actually happening. Extras for kids who have already met the NC requirements are right at the end of the queue I'm afraid.

I don't know what they do about showing progress, I fear just assess against what they're supposed to be doing rather than what they're actually doing. DD's assessment at the 8 week point of reception said she could sound out cvc words. If that's what they're tracking progress from they needn't teach her a thing till at least year 3.