Another worrying year one parents evening

[minko]

DD is in year one of a supposedly very good Catholic school. We went along to an open evening earlier this weekend ever since I have been worrying about it. She is OK at reading, though her writing is pretty dreadful. She writes the first letter of a word or perhaps 2 or 3 letters from each word, there are no spaces and it's just indecipherable.

However it's her maths that is most worrying. She is in a 'springboard' group to try and get her to catch up with the others in the class. The teacher says she often cries because she can't do it. She said usually another child will report that DD is crying as the teachers can't watch everyone all the time (there are 30 in the class). Anyway, they try and explain things one-to-one at the end of the lesson with DD when everyone else is in playtime (I'm sure that then all DD can focus on is her embarrassment.)

It seems to me that the school is so set on reaching targets (they assess the kids every 3 weeks), that those that fall behind are gonna stay behind. I made up a number chart for her to see if I could help her over half term and she doesn't even recognise the numbers in 12-20. So no wonder she can't do addition.

I am so angry, frustrated, worried I don't know what to do. Change schools? The teacher really had NOTHING positive to say about DD and that is so upsetting (along with the idea of DD crying at school). And the whole emphasis was on numeracy and literacy with no mentions of anything else she might be good at.

Any suggestions, comments??

(oops, just posted all this in 'education' - apologies for duplicating, this is the right place I think...)

I would be fairly concerned if in Year one she was unable to recognise numbers 12 -20. It sounds like they are putting a lot of time and effort into her already.
I would spend more time with her at home to help her tbh.

minko...sounds very frustrating. Thats unfortunate that the teacher did not say something positive about your DD. I think thats so important, to always start anything on a positive note, because as soon as you get the negative comments, it is human nature to be like mother bear, and get very protective.
I find it a bit strange that a teacher would not know if a child in their class is crying. I have 30 pupils in my class as well, same age group, and I just cannot imagine it, but anyway, that aside. Has your DD turned 6 yet? I find sometimes summer/late spring borns can be struggling that little bit more, because lets face it, they are basically a full year younger than their september born counterparts.
It sounds like they are giving her some extra support with catch up groups, so thats good. Did the teacher make any suggestions of activities you could try at home to help? If not, perhaps you could ask after the hols? Before hand, try using the number chart you have mentioned to really emphasise the numbers 12-20 that she has difficulty recognising. Don't get into the addition aspect until she knows what those numbers mean. Use her toys, or any other type of thing you have at home for her to count, so she can physically see what 12 means. I think so many times, children know what 12 looks like as a number, but don't have a clue what it actually means. Just really focus on counting activities with her for the next week, and if she is grasping that pretty quickly, then try doing some simple addition problems, again using toys or objects so she can see what it all means from a practical sense.
When you say they are assessing the children every three weeks, are these formal assessments or more an observational assessment? It seems very often to be doing formal ones. At my school, we do them every halfterm, and even that, I think is too often for year ones. Other schools I have taught at do formal assessments on a termly basis.
With the one to one aspect, unfortunately playtime is probably one of the only times this can happened, because with a class of 30 it is not possible otherwise, unless you are lucky and have a LOT of extra adult support. Some teachers work entirely on their own with the class, and are not even lucky enough to have a TA in an infant class.
I think, if it were my DD in this situation, I would do as I mentioned, focus in on basic counting activities, and then move on from there.

Try and play some games with her over half term but try hard NOT to put too much pressure on her.this web site has some great downloadable resources she might like to use. Try counting games in the car and when you're at home/out and about. She needs to get the basics before she can start doing anything more difficult. She isn't the only one - I work in Y1 and it just takes a wee while longer for things to click for some children than it does others. Try and work with her teacher, show/tell her what you're doing and make sure she knows that your dd is too embarassed for these 1-1 sessions to work. You can definately tell the difference in children who get the support at home. take care and good luck!

I've answered your post in the education topic minko!

Many thanks for all your responses, especially yours melissa - it's good to get another teachers point of view. DD is a late July baby so is young in her year.

I'm planning to go back to speak to the teacher as well as the 'springboard' teacher after half term. In the meantime we'll be doing lots of counting practise and writing the corresponding numbers.

The assessments are definitely every 3 weeks - graded 1a-c and kept in a special folder. DD is 1c at the moment but is supposed to be 1a by the end of the year...

Whilst the lack of academic learning is concerning I am really more concerned about how this is affecting her confidence, and what kind of foundation this is making to her education. The teacher describes her as very quiet and lacking confidence and it's not the DD I recognise! I am more than willing to help but can't help but feel a bit let down by the school.

your welcome minko...hope it gets worked out, and try not to get too worried about it! Easier said than done though I know!
Let us know what happens when you speak to the teacher after halfterm.
BTW...if she is at 1C right now, shes doing A-ok! I have kids still working towards level one, and they were 6 in september, and are without diagnoses of special needs, they just pick up things differently than some of the other children. The "average" for the end of year one is a 1B, acheiving a 1A is great, and she would be working above national curriculum expectations if she did acheive this.

I too would be rather worried by a yr 1 child who can't recognise 12-20 numbers.

I don't think that changing schools would be a great answer. Sounds as tho the teacher is trying to help.

Did she say what you could do to support/her next move?

for you that she had nothing nice to say about yr DD tho.
Some good advice on here.

Tesco's had some number cards a while ago, I loved these and we used to play snap with them, saying the number each time and pairs, again saying the number.. we also ordered the numbers played what comes before what comes after.. we also ordered them and I would take some away for him to put back in the right place

If you make it all a game and fun she won't know that she's learning... as soon as her concentrating goes and she starts to make make mistakes end it...

I'm sure its just a matter of time before things all fall into place for her...

and that she cries in class... bless her