Yr1 child having tests all the time

[TheWildOnesRunningWithTheDogs]

DD is in year 1. She's been identified as being ahead in reading and maths and her school has been pretty good about giving her differentiated work where needed. However, they seem to give her lots of tests and I am a bit concerned that this is making her school life quite pressurised. In recent weeks she's had maybe 2 tests a week which only she has had to do (she also does the regular spelling tests etc).

For example, she had a reading test on Monday (not one of her regular Accelerated Reader quizzes) and then yesterday was apparently given 3 minutes to answer as many questions as she could on the 15, 16 and 17 times tables (from a list of 300 questions). It's the maths test that boggles me a bit ; she's pretty good on the times tables up to 12 and has been practising on TT Rockstars at the school's request, but she hadn't done the 15/16/17 ones before. She said she could work them out by segmenting into 10 + 5/6/7 and then adding her answers, but a timed test seems like a really harsh way of getting her to do this. She is conscientious and if she's given a test she feels she needs to do well, so I think she found it quite stressful. She's quite young in the year (late May birthday) and although she's smart, she's not a maths genius - she couldn't tell you pi to 15 decimal places or whatnot.

I don't want to be precious about it but I can't entirely see the point of the test, since even a slightly ahead Yr1 student would surely not be expected to know those tables by heart just yet. Has anyone had a similar experience? Can any teachers advise as to whether this is standard practice? I want to have some idea if I am being over-protective or missing the point before I bring it up with her teacher.

What type of school is this, it sounds crazy for a state school! 15/16/17 are not times tables that are necessary at all, let alone for a year 1 child.

My DS in year 1 isn’t aware of a single “test” that he’s done (although I think they’ve done practice phonics screening tests).

they sound as if they are assessing her for some reaosn to see if she is gifted?

Not sure why they would do that in this way, but it may be that they are wondering if she needs something extra to support her learning.

It is extreme;y impressive that she can workout the15/16/17 times tables in year1. They would not have expected her to know them, rather seeing if she could work it out.

That's very unusual! Kids typically don't need to be fluent in their tables up to 12 until year 4.

I suspect they are trying to assess how intelligent she is as if she was able to figure out how to derive the answer to the higher times tables on her own that more than just the simpler task of memorising them.

I doubt it will continue this way. My guess is that she's found all the differentiated work quite easy and so they are now trying to understand her actually limits

It's a state school that has a reputation for being very gentle! I am happy for them to find ways to stretch her but it just seems a bit much. Surely there's a less full-on way.

It also meant she missed out on practising a performance that her class are doing, which seems a shame.

I would have a conversation with the school. Ask them what the reasoning is behind this. It seems very odd coming from a state school. Esp for year 1. Our state school make it a point early on not to make the kids feel pressure or that they are being tested. Perhaps it depends on where your state school is.

I should say (in response to @MomFromSE and @steppemum ) yes, I think that makes sense and I am grateful that the school is trying to find how to support her. And I don't want to come across as unimpressed with what she can do, I think she's great and am always proud of her. I just don't want her to feel under lots of pressure at school, particularly when she is already doing well.

I’d be furious if my tiny child missed out on the class fun things to be assessed on such crazy extension work.

I know they’ll want to fit it in when they’ve got the staff but I’d want to know the purpose and what they’ll be doing in the future.

If they’ve got actual plans in place and reasoning for doing this I’d soften slightly on how wrong I think this is…

OP- just speak to the teacher to understand what's going on. I certainly wouldn't go in guns blazing about it.

If after hearing what their plans and approach are you would like to suggest a different approach constructively then by all means do so.

I would be upset about her missing her fun activity.
But just chat to teacher and ask what is going on.

Thank you all. I'd be happy if they avoided/limited the timed tests, or at least made them more low-key e.g. 'here is a worksheet to have a go at'. I'm happy for her to have extension work and I do realise they need to get a sense of what she can and can't do. I'll have a chat with the teacher after the Easter holidays.

@TheWildOnesRunningWithTheDogs
My DD was in a class where several children were very bright and ahead. One went to Cambridge for maths! However they weren’t tested all the time at infants. They were set appropriate work. It wasn’t difficult to see they were gifted. As were a couple of others! It’s important to be happy. I’m amazed a “gentle” school is like this. Maybe they are only gentle with under performing DC? Perhaps they really don’t have good enough teachers to teach bright DC. I would speak to the teacher as you suggest. Constant testing only gives outcomes and is a waste of time if it doesn’t inform teaching strategies.

@TizerorFizz I wonder if it's because they have that reputation - maybe they are overcompensating if they have been criticised in the past for not doing enough for bright kids? I am happy for her to have extension work, and for it to be challenging. I just don't want more timed tests than necessary because a) I know she finds them stressful and b) I don't think additional pressure is needed when she is doing well anyway and loves learning. I'm not usually in the "in Finland she wouldn't even be at school yet" camp, but, you know, she's 5.

Anyhow, I will speak to the teacher after Easter and get an understanding of the rationale before doing/saying anything else.