thinking of moving ds1 infant school

[myermay]

Ds is coming to the end of his reception year and i'm thinking of changing his school. They split the year group last dec and he moved into a year one class with some others from reception. Since he's been in there, i feel there is no parent/teacher communication, they don't have a reading scheme it seems. They get a book to share at home and then do group reading twice a week during class time. So he brings home books that are either way beyond his capability or picture books etc. I brought this up with his teacher a while back, and she said that they don't give them books at a certain level, they do the reading with them in class and the books they bring home are just to share, so that reading fun for them. He has about 60 sight words, which he is confident with and we do phonics reading, (jelly and bean, ladybird) etc at home with him. So he is becomming a confident reader and is enjoying it. But what i find strange is that they don't give them books on their ability to enable them to progress. Has anyone come accross this? This is not just reception , it's through out the whole infant school.

There is an infant school about 5 mintes further than the one he is in that has a space going into year one in september and i'm very tempted. I know some children who go there and they are doing really well, friendly staff etc and it was my 2nd choice initially.

I'm just worried that as this is irritating me now and i've got 2 more children to put through that school but feel bad about taking him away from all his little friends that he's made.

I can't help but think i've made the wrong choice of schools but am worried that perhaps i'm being too picky. I just know that he is capable of doing more than what they seem to be giving him.

Does anyone else have any similar experiences

bump

no similar experience but if you are already feeling you've picked the wrong school you've got a long time to keep going.

Is the book thing the only problem or are you generally unhappy with the school?

The school is actually following government guidance which says children should read in groups rather than individually but most schools still send home reading scheme books (mainly to please parents)

Have you considered making an appointment with the Headteacher? Explain your concerns to her and ask her if she can help you understand how things work. If you can, talk to the literacy co-ordinator, who can give you a clear picture of how literacy is taught across the whole school.

Obviously, moving your child is a huge step so I would look at all the alternatives first. Hopefully, by talking to the head you will have a clearer idea as to whether the school is still the right one for your son. There is nothing to stop you from visiting the other school, to see how the land lies there. It may not be as good as it sounds when you actually get there or there may be other disadvantages to your son going there that you are not aware of.

I would try really hard to work with the head and class teacher first . Of course, if you are still not happy then moving your Ds might be the best option. Good Luck.

hi, thanks for this - yes the way they teach reading is the main problem. I just don't understand how they are meant to improve if they don't have a book that starts really easy and then builds up their confidence etc. Seems pointless to me to send a book home that is a story book, we have plenty of those at home tbh. Everywhere else has a book scheme it seems.

I find teh headteacher quite intimidating actually and not particularly approachable - i have asked his teacher about it, and she just said that is the way they do it at this school. Maybe i'll try again.

The teacher will be teaching and practising reading daily with your son at an appropriate level and the books coming home are not intended for your child to read alone. In my school we call them RARARA books ~ Read Aloud ~ Read Along~ Read Alone...

Some good advice for parents

Parent /child session
Allow the child to choose the book ( It doesn?t matter if the child has read the story before it is quite normal for children to read a story over and over again.) Books with repetitive phrases or rhyming books are good to support early readers as they allow the children to feel successful as they know what is coming next and often contain rhythm.

1. Keep the book closed at first. With the child talk over the front cover. Get them to

suggest what the book may be about from using the picture cues. Use the language of books e.g. title, author, illustrator, logo Puffin),bar codes, blurb.

1. On the first page. Talk about the pictures .e.g. what might be in the secret room?

Where is it? Get the children to describe the characters.

1. Remember that in many pictures in children?s books the action happens left to right.

Discuss the action occurring in the picture with the child.

1. If there is a humorous side to the pictures make sure the children are aware of this.
2. Discuss the feelings of the characters. Use the pictures to look at the body language of the characters ? put it into real life e.g. what are Mum and dad doing in the picture?

They?re helping. Do you remember when you helped me? It made me feel happy that you were helping. OR why does the man look cross? Do you remember feeling cross when??? Discussing feelings at this early age is very good in developing the children?s personal and social skills, but also impacts on the children?s comprehension skills later on. E.g. surmising from a text what is happening and why.

1. Read the story to the child OR allow the child to tell you the story ? Do NOT worry that they are not reading the words correctly they are not of an age to do this, but by telling a story they are enjoying books and fostering an enthusiasm and love for books which will help them to become successful readers later on.
2. At the end of the book get the children to recall the story e.g. I liked the bit when?..

Why did that happen? I can?t remember what happened at the beginning can you?

1. The following day see if your child can remember what the story was about ( very

generally e.g. beetles, fairies etc we are not expecting them to be able to retell the whole story) REMEMBER ? reading should be a relaxing, fun and enjoyable experience where children receive your most valuable resource ? YOUR UNDIVIDED TIME AND ATTENTION. Extra ideas to support your child. ? After the story provide props to help your child to retell and act it out. ? Trips to the library ? Give your child access to a range of books e.g. non fiction and fiction. ? Reciting Nursery Rhymes (the rhythm of the rhyme helps reading skills) ? Use environmental print ?MacDonald?s or supermarket? signs. Children will identify these from an early age and it is their 1st way of making sense of their world/reading. ? Read to your child as often as you can. Children learn from adults modelling to them. The more good reading they can observe the better chance they have of becoming a good reader. ? Go with your child?s interests even if it is not your favourite topic.

Very interesting Mrz - has given me ideas on how to use the current books we're getting home. Also hadn't thought about the language of books bit: title, author and so on.

thanks for that Mrz, do you think that i should not be overly worried about the book situation then? As i said in the OP, he is doing really well with his sight words and is blending 3/4 letter words together and trying hard to blend longer words together too. I just find it hard to get my head around.

I don't want to talk with the headteacher as i know she's very good at what she does and will probably make me feel like i'm being a pushy mum! - which i'm not, i just want him to do and be recognised for what i know he is capable of.

Just a thought myermay, IKWYM about not needing books brought home for you to read out loud as you have plenty, but then maybe other children in the class might not have a good selection of books at home. I'm always amazed how few of dd's classmates belong to the local library.
DD didn't have any reading books to bring home until she was in year 1 proper (they have mixed classes as a small school). What she did bring home was 'Story sacks' which were a big bag with a picture book, the book on tape/CD and a selection of relevant toys. Again much more aimed at encouraging a love of books rather than reading alone, and to my mind much more appropriate for a 4/5 year old.
For me the lack of communication would be much more of an issue than lack of reading books per se.

It sounds very much to me that the school is following good early reading instruction ~ phonics first with lots of practise in school. It may be that they don't have a huge number of early reading scheme books (sets for home and school) so are prioritising reading scheme books for class teaching and using other books for parents.

Sorry you feel you can not approach the head. I would still give it a try but our head is easy to talk too. I agree with Takver that perhaps a lack of communication may be the problem. Please do not feel that asking the head to expain how reading is taught at the school makes you a pushy mum ,it does not. A good head will understand your desire to support your son and will be happy to explain to you how the school teaches reading.

The bottom line is that your son needs both you and the school to support his learning.

thanks, i will speak to them on Monday i think. The lack of communication is because you are not meant to be going into the classroom in the morning and then they are let out to each parent individually in the evening, so no chance to stop and chat really

That is so sad... I am always available to parents if they have concerns outside of teaching hours and think it is really important to share knowledge of the child in and out of school.

mrz, if i wanted to go in i could, and they'd happily answer any questions for me. I just don't want to ask anything to lengthy in the morning when i know that they are eager to begin registration. I will ask if i can come in after school for a 10 min chat. Also i know that the Head keeps a while free each morning, she just scares me a little!

I moved my ds1 after reception. It was a huge decision to make at the time, but it has been a huge sucess. I suspect that the situation with the books isn't the only reason you are thinking about moving him, although it's probably the only thing you can really put your finger on. If you do move, don't worry about friendships. Children change friends all the time and after perhaps a short period of adjustment he'll settle in fine at a new school. Let us know what you decide to do.

A head who keeps a little time free for parents, sounds like a head who is happy to talk to them. I am sure one way or the other you will feel better after you talk to her.

Thank you all for your advise. I spoke with his teacher the other afternoon. Apparently the school that he currently goes too does not send a book scheme back - only a book to share through out the whole of the infants. They do however follow a scheme in the class with them.

Still think it's a little strange but that's how it is.