Reading scheme and reception child

[Weallnamechangesometimes]

Hoping for some ideas on what is possible/practical so I'm not a pain in the backside to my child's reception teacher.

Background, dd is a second child and has picked up a lot of phonics from overhearing/joining in with older siblings reading books and phonic flash cards of tricky words. Plus loves books and will sit all day listening to stories being read. The kind of child who tries to read the cereal packet and every street sign. Consequently is reading quite well and is already getting very bored of the school reading books, and is already getting put off reading when before she'd be begging to read. The school use little wandle.

I'm not sure what I should be asking of school when I bring this up at parents evening? I don't think school is allowed to give harder books as they have to keep to the phonic scheme cos the government says so and little wandle is a whole class approach. Do I ask if we can read our own books and can she still get her star on her school reading chart? (She doesn't want to loose out on the reward system at school and what 4 year old doesn't love a sticker!)

What I'd love to say is why does my dd have to wait until much further into reception (maybe even year 1) before she is learning anything new when it comes to phonics/reading but I won't of course

@modgepodge Our school uses little wandle not RWI. I don't know the difference but he had wordless books in the first half of term and now level 4 so they must be able to move them up with this scheme too.

@modgepodge we also assess chn regularly and group accordingly. Some children need a slower pace of learning and some children fly through. Children should be taught at their level

@Pipistrellus what do you mean by level 4 books in little wandle please?

They have started to differentiate slightly from what I have gleaned from chatting to another mum, a couple of weeks ago they had same book now dd has been move slightly further on. Still way below her ability but at least we have more than 6 words in the book.

The book we have at the moment is big cat phonics and has band 4/blue on the back

Absolutely agree, just wish my daughter’s school did! Which scheme are you using? Interesting to hear that there are are schools which are grouping by ability, as I started a thread on this a month or so back and was mostly told ofsted don’t like it. I read all the government guidance on teaching reading and there’s lots on which to do if children are falling behind, but nothing on what to do if kids are already ahead. Thankfully she is not being put off reading (yet) but I am concerned she will settle in to formal learning thinking it’s easy and she never has to really focus, as she hasn’t learned anything new yet.

Yep. Totally the same as what we did. Just humour the school. Love of reading will form a better foundation for learning and all sorts of benefits for your child than dutifully ticking boxes for a classroom teacher.

@Pipistrellus interesting our school have the big cat little waddle revised books. There is no levels like that anymore. Just phase 2 set 1 etc. currently on phase 2 set 2. Last weeks book had 3 words a page and the beginnings of a basic story. Just had a look in the book bag and the next one is back to 1 word a page such as map, pin, man. Looks like I spoke too soon!

@Weallnamechangesometimes
I googled the book and it's coming up as phase 4 set 2. We must have an older book.

Children should be assessed regularly and matched to an appropriate book band under the Big Cat Collins scheme. Little Wandle even supply a matching grid which teachers use to work out what sounds children know and it then gives the correct book band to give to the child. Why on earth an able child is still on SATPIN blends halfway though Autumn 2 definitely needs questioning. It's understandable up until October half term to allow for settling in and assessments being done but I know in our school children are now into reading groups according to ability.

The school seem to be stuck on they cannot move beyond what they have been taught rather than what they know.

phase 4 looks about right for dd.