DD moved a set down in maths

[Bonkersblond]

DD10 first day back in year 6 has been moved down a set in maths, now I normally let the teacher do their job, DS went through same school and I have never questioned the sets they have been placed in before, however, background is DD does not find maths easy and was in the bottom set alongside special needs, so we have tutored 1:1 for last 2/3 years and she slowly moved up to middle set, she’s does great work with her tutor, we have worked alongside her previous Y5 & Y4 teachers who both said she was sitting happily in middle set, this is a great place for DD, previous teachers & tutor have been working on her confidence and she in herself has become more confident, that is until first day back this year and new teacher has moved her down a set, she is feeling completely demoralised. Would moving her down be based on Sat test result? The teacher has not seen her Y5 work book as that came home before school hols. New teacher does not know support DD gets outside of school or even knows the work DD is capable of, my worry is she has had a low Sat test result as a result of panicking in tests, and that leads me to another question how do schools support kids who go to pieces in tests?

I’m by no means a pushy parent but feel I am justified in questioning the teachers decision here as at the moment I’m worried of the effect it has already had on DD.

They don't always get it right

DD was put in set 4 for chemistry (on the false idea that she was copying her neighbor, when it was the other way round) This was GSCE year.

I insisted she was moved up as did 2 other girls.

They all got A* in mocks separate sciences.

I think you should question ability sets especially where their confidence is affected

Well this is primary maths and the children are all in the same classroom.

Best thing would simply be to request a short meeting to talk about maths generally - don't make it a talk about sets.

You can approach it as simply wanting to let teacher know DD has extra support outside of school and to make her aware DD gets anxious, and to ask about maths will work this year for her. You can take the old ex book to show teacher and the issue of which table she's on, how she did in testing last year and where they are aiming to get her to this year, can all come up in the conversation. It's then a productive information sharing exercise and not a moan. Given your DDs history with maths and extra support, regardless of the setting issue, I'd think such a conversation early on in the term would be useful....and if you don't have it now, you might need to have it in a few weeks anyway. It's good to know thT the teacher has all the info at the start and you are clear where they are seeing her as being and hoping to get her to as well. Better to go in for a chat than to fret about it.

This could simply be that what were perceived as middle and bottom groups are working at the same level, but she is sitting with different children from last year.

Or the previous teacher has recommended putting her with different children, e.g. your daughter may work better in a group where she is the most able or where she is more confident to contribute.

It may be that her data indicates a gap in the topic currently being taught (did she struggle with or miss this topic when it was taught previously, so needs more consolidation?).

We can only guess. If it's bothering your daughter, go and have a chat with the teacher so you both understand what actually happening and why, and your daughter can feel happy and settled.

If my DS came home crying about which table he was on, it would be met with a firm but breezy 'it doesn't matter where you sit- listen carefully, work hard and if your work is too easy finish quickly and ask for more'.

Actual sets (different rooms, different teachers) is another matter. All in the same room though??? Makes no odds where they sit. that is the POINT of mixed ability teaching.

Plenty of Y6 teachers don't even have 'tables'. I don't. They all face the front. We flip the desks round in practical lessons where they need to share equipment etc.

RSTera - I wish all primary teachers would adopt your style, sets are very much in at DD school, and yes, they are a big thing to a kid, but of course I have reassured her it doesn’t matter which set she is in, she is there for the right reason and if she finishes what’s been given for her table to ask for the extension work, I just wish our primary went about it in a different way, either do away with sets or scrub the sets set the previous year and start afresh, not ‘lets move you up or down’. Unfortunately the school DD is at is seen to give preference to high achieving kids, if I hadn’t taken notice of which Maths set DD was placed in in her reception year (yes really) I don’t know where she would be today without the additional help outside of school.

Is it really fixed sets? I am sure the new teacher wants to assess her/his children themselves regarding ability.
My ds has gone into yr6 as well, but all they seems to do this week is testing/worksheet etc, there are no tables decided yet.

Plenty of Y6 teachers don't even have 'tables'. I don't. They all face the front. We flip the desks round in practical lessons where they need to share equipment etc.

We teach the same lesson to the whole class, children are seated in mixed ability places and they choose the difficulty of work they feel comfortable with attempting.