How common is it for children to repeat reception?

[givemedirections]

As it says on the title really. Child in question has severe autism and apparently they can’t meet his needs in Year 1 - but he can’t stay in reception forever? So what eventually happens?

It's not a lie though.

You're really over thinking this and not understanding. PPs are correct that an official move means he is then judged against reception expectations, not Y1 ones, so may not qualify for specialist provision.

A child in Y4 needing to do GCSE Maths goes to Y10 maths. He isn't in Y10 though.

Hopefully by the end of Y1 there's a lot of evidence mainstream isn't suitable and he accesses an alternative school. Whereas if he officially moves to reception this would take until the end of the next year 1.

That’s example isn’t the same though @MultiplaLight . It’s more like saying a Y4 child spends the day with Y10, has lessons and social time with them, has lunch with them, goes on trips with them - but isn’t on the register. It’s not the same as spending an hour a day elsewhere.

It's the nearest example I've experienced to try and explain it to you.

Another similar, not the same, is when y6 go on residential. Kids left behind often spend the week in another class. They don't become that class.

And as learning is appropriately planned for this child and he makes progress, more learning may be in the Y1 room over the course of the school year.

The point of appropriately planned learning is that he makes progress ( no matter where he does that learning).

It may be that he makes really good progress in some areas of learning,say, phonics and continues his phonics learning with Y1. There is always flexibility.

That’s a week, not a year. You say explain as if I don’t understand. I do. I disagree. There is no way claiming a child spending an entire year in a reception class is in y1 is anything but a lie, no matter how much people try to justify it. Those examples are spurious at best.

I think there is a set number of years DC can be funded for education. My foster son started a year late as still at SN nursery. He started nursery when chronological year 1. Then there was a mixed year 2/3 class and he was only allowed to spend 1 year in there.

It's not a lie.

There's a whole other process to move years. But that isn't what is needed here. Because if you do, you'll disadvantage him further.

I'm tapping out. You think you're right, and won't take on board the teaching/school/LA experiences telling you otherwise.

Best of luck.

DC with EHCPs can be funded until 25, or 26 in some cases, if necessary whether DC are educated with their chronological year group or not.

It might not be relevant, but is your nephew in a faith school? It was a while back but some had a tendency to keep sen children in their care as long as possible so to speak

It’s like you are almost purposefully refusing to understand what so many posters have explained to you. A child in year 1 but spending all his time in EYFS is still in year 1. They are not repeating the reception year. Although difficult, this could technically happen all the way to year 6. The child would still be in year 6, but the most appropriate provision is in the reception classroom.

The year group a child is in isn’t defined by the classroom they are in.

The only way this would be a lie to the local authority would be if they were saying he will be in year 1 but adding him to the reception roll - meaning he would move to secondary school a year later. This wont be happening as educating out of cohort can only happen with local authority approval for a child with an EHCP in place.

Thinking of this as the school lying isn’t helpful. If his EHCP (or his presentation) says that learning through play/continuous provision is best, then the EYFS classroom is best placed to provide this. It doesn’t change which year group he is in.

Thanks. It’s not actually a faith school - I’m sure they are acting in his best interests but I do think this needs to be shared with the LEA and hopefully this can be resolved next week.

Because, if at the end of year 1, he STILL needs EYFS provision, then there is more evidence that specialist provision is essential. Whereas, if he is registered in EYFS, and still needs EYFS provision, school can legitimately say they are meeting his needs.
We have a pupil who has just finished year 6. In some areas of the curriculum ( reading and writing) he still needs EYFS provision but he doesn't go to the Reception class for this because, socially and emotionally he doesn't fit in. However a year 1 child , especially a summer born, will fit, neither he nor his peers would actually notice that he is " older". Our year 2 child will, in September, still spend time in the EYFS area because, socially and emotionally they are still at EYFS level.

I’m not refusing to understand it. I don’t understand how telling the LEA one thing and doing another is anything but a lie, admittedly, and the explanations are not helping me understand this. I’m not a stupid person so I can only assume that there’s some problems somewhere.

The curriculum in Y1 is very different from the play-based way things are done in Reception. It is unusual but not unheard-of for a child to stay in Reception for an extra year if the school feel he/she would not cope with the more structured demands of Y1. At my school this is happening with two children this year because they just seem very immature and not ready yet for the more formal work of Y1.

I suspect the school have just told the LA that he is in Y1 as a descriptor of his age, rather than the name of his class. I suggest that the child's parents ask for a meeting with the school SENDCO to discuss what they see as his future path. The parents should make sure he is getting all the support that is specified on his EHCP.

It isn’t ‘spending time’ there though @spanieleyes - it’s the whole year! Honestly some posters are making out he’s going there once a week for extra reading or whatever!

The school will not want him to stay with them forever so not sure why you are getting so concerned. He is a Y1 child and being taught in reception. As a special needs teacher the paperwork would state Y1.

It's a right pain having children out of year group so I do not believe the school thinks it's the right place. Maybe the parents don't want him in a SEN school or maybe it's hard to find one that's appropriate. No school would keep a child there forever- that's a ridiculous idea.

The senco will be having conversations with the LEA and explaining that school cannot meet his needs but places in SEN schools are like hen's teeth.

Please do not get so wrapped up in something which you obviously don't understand

I’m concerned that a different version of events is reported .

It might not be for the entire year. If your nephew makes progress he could then have lessons with the yr 1 children. However, if he doesn't, then it helps strengthen arguments for other provision as the school are unable to meet his needs.

Do the child's parents have it in writing that he won't ever be allowed to spend time with the yr1 Children. Or are you just assuming that lunch, playtime assemblies, trips, etc are going to take place with the reception children?

I don't understand what you think school will be gaining by lying to the LA. Do you think they want the child with them forever???

You might be concerned, but if the parents are concerned they can contact the LA themselves. They can create a paper trail as evidence should they wish.

It is not a lie. You are seeing "Y1" and "Reception" as just the signifiers of his age when actually they are also the names of those classes. Your nephew is a Y1 child who is being taught in the Reception class because that is where his needs will best be met.

What are your worries ( or rather his parents worries) about this?

What do they think is going to happen to him?

Where it is very relevant which year group he is officially in is where there is an apication for a place. Assuming a one form entry school (with a PAN of 30, the onfant class size limit), an application for a place in year 1 will be refused, even if this DC physically not being in the classroom means that there are only 29 pupils there. From the other pov, if a child leaves Reception, the place should be offered, even if this DC being physically present in the classroom takes the number of pupils in the class to 31, above the infant class size limit.

(And although I know that it won't help at all to be the nth person saying that the school is not lying when including this poor DC in their official Yr1 numbers, I'll do it anyway...).

I think you'd need to work in a school first to really understand what people are trying to tell you. Multiple peeople have explained how he can be in registered in the Year 1 cohort: he may register with the class each day in the mornings, he may keep his coat etc on the pegs with the Year 1 class, he may do playtime and lunchtimes with the year 1 class, he may do PE with the year 1 class, go on trips with the year 1 class. But for "lesson time", if he can't access the lessons due to his needs, then he will be going to the physical area in school which will help him make individual progress for HIM. With his one to one.

It is all about the individual progress for the individual child. The school I work in has daily phonics. For Year 1 and Year 2, they all have phonics at the same time each day, but are all over the school in different classrooms according to their ability. The couple of children of very low ability sometimes go to the Reception classrooms for the first part of the year while the Year 1 and Year 2 children are doing their phonics lessons. The low ability child WOULD do a verision of phonics, but it would be on a more individual basis in a separate area with their one to one and at a time which best suits the child. To be clear we are talking about very low ability children - non verbal, extremely complex learning difficulties, still in nappies by end of Year 1, need reins when walking to school as don't understand danger at all, can be violent towards staff, has no ability or desire to seek out interactions with other children. These are children who are waiting for a specialist place elsewhere but the systems sucks and there is only so much mainstream can do for such children while they are waiting for their place in a SEND school.