Big Jump Between Reception and Year 1

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I was really impressed with DD’s school when she was in Reception. She loved going and was able to spend most of her time learning through play, yet she and others still made very good progress in English and maths. It seemed like the best of both worlds.

The teachers have always stressed that the jump between Reception and Year 1 is quite big and that Year 1 is a lot more structured than Reception.

DD’s teacher says that on the whole, she has made a successful transition. But it’s clear to me that DD’s behaviour has deteriorated since starting Year 1 (as her mini end-of-term report shows) and she is often reluctant to go to school. I regularly speak to her about this and I think she simply doesn’t enjoy Year 1 as much.

DD has suspected ADHD (the school are currently referring her for assessment), so I suppose it’s not surprising that she’s finding the demands of Year 1 quite challenging. But I’m wondering why there needs to be “a big jump” between years at all. Might a later, more gradual transition to formal learning be better for the children? I’ve read that in Finland, children don’t even start formal learning until they’re seven.

That's great. Good for Finland. We're not in Finland and teachers are just trying to do the best they can with an ever reducing budget and ever increasing expectations.

Some schools do have a gradual change, with many having play-based in year 1, some in year 2 and a minority continuing throughout KS2. These schools still achieve well, I believe, though I've not seen actual data in this.

Unfortunately (in my opinion), the majority go into formal learning in Year 1, before the children are ready, because they worry about children meeting the academic expectations of the curriculum in a less formal environment.

All kids are different but they do adjust. They need to learn academically not just playing by year 1. One of mine found that far easier than the other, but "the other" did better by 18!

And we should just put up with having a fucked up education system and shut up?

Fucks sake...

Teachers with degrees in child development/pedagogy have been fighting it for for years. Current government are trying to introduce MSL so we're not even allowed to fight it anymore. So Yes, put up with it because government don't care. We're well used to it not being optimal but until a government actually cares about future generations and funds education properly...We're fucked.

OP, you could try and step up extra curricular stuff for your DD, introduce more sports and arts and cultural clubs (if your school is anything like mine, a lot of these you'll have to provide out of school yourself).

It helps balance out things and build up the 'play' aspect a bit more. I send mine to swim club, dance class on saturday and learning an instrument privately too. I do regular stuff like pony riding and rock climbing , it all helps broaden their minds outside of school that's only focused on the next ofsted report.

True this costs money, we're expected to pay a shedload for good education in this country , but the costs are tiny compared to average Prep school fees.

I’m not blaming the teachers, by the way. I know they have too much to do.

I’ll look at different extra-curricular activities for DD. She already does swimming and drama (and particularly enjoys the latter), but unfortunately, she tends to lose focus and be silly.

It very much depends on the school. I'm in Reception so I'm naturally passionate about learning through play. Some schools do try to continue with continuous provision for the children to rotate around at least in Year 1, if not Year 2 as well, but sadly many schools go extremely formal very early and have Year 1 classrooms which resemble a Key Stage 2 classroom without so much as a decent cosy book corner, let alone a role play area and outside provision. A small bookcase in the corner and a run around on the playground twice a day doesn't cut it for 5 year olds! They skill need opportunities to build, problem solve, climb, chat etc. It makes me so sad that so many of our Year 1 pupils in this country spend all day either sitting o the carpet or at a desk, being asked to listen and focus with little opportunity to move around and guide their own learning.

That said, creating a successful continuous provision environment does cost money, which is something schools just don't have ny more. I'm often dipping into my own pocket to resource activities for my class and I understand that many teachers simply can't do that. It's quite a sorry state of affairs how badly underfunded our schools are.

With all due respect, in the situation the OP describes, where her DD appears frustrated with the formal structure to her day now she's in Year 1, I'd say adding more structure in the form of an after school club would be the worst thing she could do.

Those activities all sound lovely, but require good listening, focus and discipline much like school. I'd say OPs DD needs to let off steam through free play after school. A run around the park would do her the world of good, as would letting her imagination run wild with her own toys, or free choice arts and crafts etc. Rushing off to dance class or swimming lessons after spending the whole day having to listen, follow instructions and conform sounds like the last thing she needs right now.

I'm a retired Reception teacher and there was a very big jump to Year 1. They went from EYFS to formal assessments every 6 weeks. The yr1 teachers couldn't make sense of the EYFS profile and struggled to apply it to their formal assessments for target setting. I doubt it has improved over the last 10 years.

Those activities all sound lovely, but require good listening, focus and discipline much like school.

With all due respect, that's horseshit.

For most under 7s sports clubs, the emphasis is on having fun, and learning a new skill. Don't know what dance clubs or swim clubs you know, but my DD's aren't anything like that. These clubs are open to everyone of all abilities and about having fun and physical exercise.

Its a release from the fucked up system we have in primary schools that OP highlights . (and @fuckityfuckityfuckfuck )!

And this is why in my school Year one is taught just like reception but with more challenge. Year one children are in the same stage of development as reception children. They need the same approaches. There is a growing movement towards this in primary schools but more formality is still the most common approach. If it were me, I wouldn't send my children to a school with a formal approach to KS1. You either have to accept this is how your school does things or look for alternatives.

Well aren't you a delight? You can respectfully disagree with my opinion without resorting to calling it 'horse shit'.

You seem to have misunderstood my point and assume I'm describing these clubs as boring and formal. Of course these activities can be great fun, and most children who attend will love them, but they're not a free for all. There will be instructions to listen to, demonstrations to watch. Saying clubs require focus isn't me saying they won't be enjoyable. I'm simply questioning if a child with potential ADHD, who is currently struggling with the new structure and formality to her school day, needs yet more structure after school. Sometimes kids can benefit more from chilled out free time after masking all day in school.

Feel free to disagree all you like but there's no need to be rude about it.

My DDs liked a formal structure. It suits some DC who can concentrate, can learn by a variety of methods and actually get frustrated by noisy unfocused dc. Mine were both summer born too. YR was fairly structured too so we didn’t have a huge jump to y1. Many preps are more formal than state so looking for play based learning in ks1 isn’t always easy. Mine also enjoyed lots of activities outside school.