Has anyone else been told their child is "wonderful " and "doing really well" at parents evening

[TheSweetLittleBunny]

And if so, how do you feel about it?

DS is 5 and in Reception. Teacher says he has the ability of an older child. I know he is very bright and I feel very proud and pleased.

But I also feel at a loss as to what to do now - there did not seem to be much discussion as to how we can buid on this "superstar" quality.

Anyone else had this?

Thanks for your posts. At the moment he is happy and enjoying the novelty of school. But I will keep an eye on the situation though.

No offence taken alardi.

We have heard very much the same from DD's teachers over the last coupe of years (not state school). But the most important thing we hear is how happy DD is, how confident she is and how friendly she is and how many friends she has.

I'd be very concerned if they didn't think DD needed to be extended and challenged further, but fortunately at DD's school they are haooy to do this for all their pupils.

The ones that get bored tend to be little sods anyway. A bit fed up of other parents telling me their child plays up in class because they are bored, but these boys misbehave where ever they are and in situations they have no reason to be bored ie cubcamp. I know very well they are very bright boys (not just their mum's saying it ), but my dc's are also very bright and have had the same teachers and find plenty of interest and never complained of being bored.

Parents evening last month I was told DD (yr6) is a complete credit to me and DH, she is superbly bright and talented girl and also kind and popular ( I cried). We never push her or DS much at home but we do talk to both DC's a lot. I played lots of word and general knowledge games when we are walking, which is what my mum used to do with us.

DS has had these reports since recep too! I thought it wasn't all that unusual and tbh i told the teacher he was happy to come to school and that speaks volumes! We try and stimulate him at home but i think whilst he loves going to school i am happy.
However dp comes from the school of being 'bored' and got poor grades despite being very bright!

I'ts time to worry when teachers stop saying stuff like this. Good report imo.
God whats to worry about.

I think that, long term, academic achievement comes from a love of learning. Perhaps just stay focussed on keeping that love alive....

My DS1 has thrived at school so far also. DH walks to school with him and they have "little chats" about things like gravity and the US election on the way.....that's all it needs.

But do try to take a moment to celebrate, without any striving....

[silently pleads with unseen forces that DS2 will get there one day too]

He is 5! Take him out and let him play in the mud!

Yes ds2.
I get quite enough hassle with ds1 and quite possibly will with ds3, so I'm relived to have one I don't have to worry about tbh.

Agree with Fairymum.

He is a normal confident, happy 5 yo boy Fairymum in all ways - mud playing definitely included.
I can see that I need not worry and just keep feeling proud -which is what I will do. DS is my first (and only) child, so all this is new to me.

Yes, we were told DD could really skip reception and go straight to year 1.
But they also said: they would give her foreign language words to spell out phonetically to keep her on her toes (she can already read), and that, when the class separates into groups she is in the group which "really stretches the children" which we assume is teacher code for "top group".
We also asked about her social development, as she is an "only" and can be a bit over sensitive, and they are monitoring this with all the children.

I have also noticed that the reading books she brings home and the odd tasks she is set (optional, but she does them as she likes it) are pretty stretching.

The teacher also said she had noticed DD gets bored at "mat time" as DD learned the songs so quickly and then got bored waiting for the others, so DD is allowed to go off and do creative play on her own, she also seems to have a lot more time on the PC than many of the others and gets to be class helper a lot and takes the others along, so she gets responsibility too which she loves.

She is 5 and the oldest in her class.

We feel we could send DD to an academic school as she could do the work, but they are like academic boot camps round here and I thought it would make her childhood a lot less fun, particularly as she won't have any trouble picking up this stuff when the time comes.
So we feel going to the local school and making friends locally is actually the best thing for her until at least age 7.

The teacher is really good at her school and says she'll make sure DD won't get bored "because she's such an interesting child".

Sorry for the long post, but I can't say any of this to RL friends as it sounds like terrible boasting!

I would just think... what a nice thing to say about my son and then just put it in perspective get on with my life and raising a nice rounded child who appreciates all aspects of life.

He's only 5 and your teacher seems switched on. I don't see there is any problem here to be worried about.

I read something in the paper recently about a senior Ofsted figure who couldn't even read until she was 9 and she seems to be doing ok for herself!What I'm trying to say is that it is very early days to label children in one direction or another. They develop at different paces and as long as they're supported they'll be fine.

Education is a marathon not a sprint and you might even say there's no finishing line!

You do wise not to mention all this to friends too. You're right. It does sound like boasting!

Yes, I was told that ds1 was delightful, doing really well and that I should carry on doing what I am doing. The meeting lasted two minutes and the teacher said that he was doing well in all areas. IMO though he struggles with maths and reading comprehension, which I sometimes work on with him. Ds2, who is two years younger, seems to grasp some things faster than ds1.

Having said that though ds1 really enjoys school and is always excited about what he does so I think that is what his teacher meant.

My ds is 4 and is apparently 'very bright'. Not really sure what that means in academic terms at such a young age. I leave school to do what they do and I continue to do what I do at home. No extra reading/writing other than supporting his homework. Instead I do my best to answer his continual questions about everything and encourage him to be aware of the world around him. School isn't all about being an early reader etc. As other posters here have said I think it is so important to encourage a love of learning.I am completely against the idea of hot housing. They are only young once.

DD. Every year.

Which makes a refreshing change from my sons

If I had a child who was very able, and in a school where academic achievement was valued (so not like the school Shabster left) and the child complained of being "bored" then I can see it would tax the parental mind.

Firstly, I would consider that academic achievement has two elements: ability and discipline. "Ability" or "intelligence" is insufficient. On its own, it's frankly neither here nor there. If the child lacks discipline, s/he will never achieve full potential, so the thing to do would be to talk to the teacher about how to help the child develop self-discipline.

Secondly, I would consider exposing the child in a direct way to an intellect that I knew was greater than that of the child, to give the child a model. One way of doing this would be to start piano lessons, with a view to playing an awful lot of Bach. Attempting to play Bach is like putting your brain through a washing-machine, I always find.

Interesting post lingle. My ds was recommended to start piano lessons to help with concentration (very good when doing what he likes to do but not so good when doing what he is made to do). I thought it was a bit daft at 4 but he loves it.

hurrah for Bach then MollieO! .

One shouldn't automatically assume that teachers who say a child is fine will not be doing anything to stimulate them.

Also, one should not automatically assume that bright children will get bored.

I was definitely more gifted than most of my peers and attended a school where being academic did nothing for your street cred; but I wasn't bored with life and never lost my love of learning. How could I when I had a library card at the local library, and my parents had an excellent library of their own? If the occasional lesson was a bit dull, I got enough excitement from my other reading to survive that. And I had music lessons, and we did lots of non-school related reading at home. Home was such a stimulating place that school would have had to be a lot more boring than it was for me to develop a can't-be-bothered attitude.

My 10yo nephew is currently attending a school where he is under-stimulated. But at home he plays a couple of musical instruments, is learning to compose, has been encouraged to try painting, does sports, talks lots to his parents about interesting learning-related things, does sports, gets taken to museums and art galleries and out into the woods. This lad is never going to get bored.