Just a question but I might be getting this wrong..

[Nemo2007]

Ds is 3.6yrs and seems to be quite bright for his age. Have been told this by a few different people like HV and SALT. Anyways just reading other threads about children getting moved up in school. Now DS hasnt even started school nursery but is very eager to learn. I am worried about this being quashed if he isnt supported properly. How do I let the school know without seeming like a pushy mum? I only ask as he can write his name and all the families names, can tell the time on a 'proper' watch rather than a digital one, has started to read a few words and is very articulate although he does have pronunciation difficulties.

If it's a decent school then it should be no problem. DD could read before school and she was allowed to continue at her own pace. But I have heard of other schools where they don't like children to be reading before they start and expect them to stand still until the others catch up.I got a bit annoyed with my children's otherwise excellent preschool stopped individual reading because one of the local schools complained the children were too advanced when they started!

When you look at schools I would find out what their policy is.

I think most schools do soeme form of baseline assessment not long after entry to reception. The teacher will then find out exactly how your child is doing in each area and should ten give work to your child that is suitable and helps him to progress further, rather than being held back.

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Most childrens' talents and differing abilitities are quickly recognised by good nurseries/preschools and they then adapt planning to incorporate this, although perhaps, if it were me, I might enquire at private nurseries or state nurseries attached to primary schools, where they are probably more structured and focussed on school. Saying this , I have friends who are teachers and they are always telling me that there are very few children who are gifted across the whole curriculum and there are lots of other things that they can learn and improve on at the same time as being pushed at the things they are very gifted at. Everyone always told me how great it was that DD could talk properly and hold a conversation at 18 months yet I was worried as she was clumsy and always tripping over so wanted to encourage more at the physical things so she felt confident at those, as well as being able to read/write etc.

The nursery he goes to in september is attached to the infant school he will attend. I just dont want him to loose his drive. What is normal for his age??

I'm sure he won't lose his drive as the school are certain to encourage him at what he does best and also nurture new things that perhaps he isn't so good at.

Don't forget he'll grow socially too. My DD has changed more socially in the last 8 months of starting reception than ever before. Her teacher knows about her forward academic abilities and challenge her but know she very emotional (daddy is away a lot with the forces) and so try to help her deal with that side of it too by giving her jobs to do to make her feel repsonsible for others etc.

I really believe that a good school will help make any child achieve to their full potential and don't forget, at home, you can always help him by encouraging him with activity books that follow the curriculum (from WHS/Tesco etc)

I do think it's v rare that children are moved up a year in primary school, I think it causes more problems than good.

Doesn't everyone think their children are quite bright for their age? My dd could do all of these these before her preschool year, but I haven't pushed it. Have fun at home, play games, read, do puzzles, make things.
Agree with others and let the school take the lead here.

My DD1 and DD3 (who is now in Reception) could do all of those things by 3.6. DD3 started school in January and is certainly one of the top readers in her class, as she went in already able to read - but there is far more to reception than just reading - and her academic needs are more than adequately catered for within reception. DD1, who is now in Year 5 is similar and has always been in the top 10% of her year group for academic subjects but they are both July birthdays so among the youngest in the class - I don't think pushing them ahead of their age group would have been a good idea socially or emotionally.
TBH your boy sounds bright but not at all outside the range of ability that will be catered for within his own peer group, I wouldn't worry about pushing him ahead if I were you.

Have you looked at the Foundation Stage targets - how does he match up across the entire range?

The teacher will do her (and it is almost inevitably a her!) baseline assessment and should then give appropriate work. It is more common these days for children to work at different levels in different topics. In my day you were put on tables and then stayed there for all topics, but ds1 is in different groupings for reading, writing, maths etc.

If your ds is old in the year (which he might be) then there may be a case for moving him up, but only if his social and group skills are up to it. Reception is very important as preparation for proper work.

If you really wanted to, how about finding out the programme they teach at school and using that? Jolly Phonics or whatever. So at least he doesn't get taught 2 different ways.

DS2 is a bright and articulate little chap, although younger than your DS. Like others on this thread I am concentrating on teaching him to run, throw and catch, so he is not the class swot!

You are more likely to be better received as regards actually advancing him in the private sector tbh and even then it is pretty unusual. However 3 is really too early to tell and many children who seem bright in some areas lack other skills which can be developed gently during the Foundation Stage. Don't assume he won't be specifically supported, most classes cater for a wide ability range. How come he has seen a SALT btw?

LIZs he sees a salt for the pronunciation issues. HV refered due to it having an effect on his confidence and he was starting to refuse to speak to others.

When I was 5 (I was the oldest in the class) along with a few others, I was moved up into the next class, away from my good friends, and spent the last half of the year with them.
I remember feeling very out of it and missed the friends I'd left behind. Then at the end of that year, I met up again with my old class, which was great but then we were covering work I'd already done! Just because a child is bright academically, it doesn't mean they're equipped socially to move up a class, although I do think it can work the other way if the chld is finding it particularly hard before they go to school and is kept down a year before they begin.
My sister was like that and my parents really feel like she struggles all the way through school as she wasn't ready either socially or academically to be in the year group for her age.