I feel DS's school have seriously let him down in the reading department, just how much of a deal should I make of it?

[Overmydeadbody]

Apologies first of all, I fear this may become a bit of a rant, but I am fuming and really upset.

DS struggles in school with fitting in and not getting sensory overload, but he is really really good at reading, I'd say it's his strongest point and something he loves doing and gets a lot out of.

The school's policy is a new book at least once a week to take home and read, then I'm meant to fill in a reading record and presumable this gets looked at by the teacher? Who knows.

Anyway, the reason I'm so angry is that he has had FOUR books since september, four!! The last book was in January. I have filled in the record, and also started filling it in for books DS was reading at home too.

I have mentioned it in passing to the teacher/TA, but still nothing!

I feel they could be encouraging him in school more by concentrating on his reading and boosting his self-confidence by giving him opportunities to bring harder books home etc., but instead I'm now left wondering why this is continually oerlooked with him, whether the staff are even aware that he is a fluent reader and avid reader, and whether they even care

How big a deal should I make of it? I mentioned it to the teacher again this morning, but I don't feel like just accepting her apology, surely it's not on?!

GGrrrrrrr, sorry for the rant, what should I do?

If you're not happy with the teacher's explanation, talk to the head.

I should mention that I know for a fact that other children in his class get books home regularly, I have asked the parents that I am friends with.

weblette I didn't even get an explanation, just a "sorry, I'll look into it"

Have posted on your other thread but have just had a thought - in our classes (Y2 and summer term in Y1), the children have to put their books to be changed in a box on the right day - if they don't do this, the books won't be changed. Could this be happening with your DS?

I'd actually go in and ask why it hasn't been changed and ask for it to be done. It should be the same policy for all (we get ours changed weekly - different days for different children, but it does happen) and I have requested he goes up a reading level on three occasions and it has been done. Don't let them get away with it - see the head or Head of the Key stage

OMDB - I clearly remember when I was 5 taking home a book from school and reading it that evening - going in the next morning and saying that I'd read it - and being asked to read it out loud to the teacher. By this time I had internalised reading - so my eyes went too fast for my mouth and I would stumble - I was then told that I couldn't have read it and was told to start reading the same book again from near the beginning.

This was quite a long time ago and I would have hoped that teachers would now ask what happened in the story to see whether the book had been read or not.

However, is there a chance that something like this might be happening with your ds? Definitely worth chasing up with the teacher.

I think that's very poor, overmydeadbody. If the school has a book policy, it should be implemented for all the children. Can you make an appointment to see the teacher, not just in passing at pick up, and tell her your concerns? Then if it is not better in a few weeks, go to the head.

My dd1 was a fluent reader in Y1, had gone off the reading scheme and had her own box of library books that she was allowed to choose from freely.

I don't think the school supervised or checked what she was reading, particularly, but they did give her the raw material as it were.

what year is he in omdb and is he a free reader or still on a reading scheme?

at my dcs' school it seems to be taken for granted that as soon as a child is a free reader then responsibility for reading is taken over by the child and/or parents so they've not brought any books home since then, although they are supposed to record what they're reading in their reading diary

so it might be that your son's teacher thinks that he's so good at reading he doesn't need to interfere but if he's not a free reader yet then I think you're right to be annoyed

If you're worried about it then the best thing to do would be to arrange a time to see or phone your son's teacher - it's usually hard for them to be able to concentrate at drop-off or pick-up times but most teachers are happy to discuss your child's progress at another time

good luck

I agree with checking out things like plug's suggestion before you lose it completely with the school!

My DD's school does reading assessments in a group. My DD being super shy didn't read well in that setting and brought books home that were not challenging her at all. I chatted to teacher and TA a couple of times and eventually the teacher assessed her in separate room and we got appropriate level books.

There can be lots of explanations for this, and it's unfortunate and annoying but I'm sure they're not doing it on purpose - education is a partnership and it's ok to keep going and telling the teacher stuff about your child if he/she doesn't seem to work it out (they do have a lot of children to assess). Find a way to be friendly while you do it and it'll be better for all in the long run.

good luck and make sure you shower him with praise!

Thank you all for the responses.

He is in Yr 1, he is 6, he is definately a free reader, reads fluently and quickly. Mistlethrush I wondered if this could be happening and if they are actually aware of his redaing ability, he does read too fast sometimes and substitutes words with others that still make sense (because he is speed reding, still getting the story).

I asked if it was his responsibility, was told no, I have mentioned it before, but still nothing. I have written loads in his reading record for all the books he reads at home, and commented in there that it would be good to have more books from the school ,but nothing.

I feel they have really let him down. And all this despite having a TA as well.

plug I will check that. But why has no one picked up on it if this is he case, since January?!

I have made an appointment to see the teacher tomorrow morning. I have other concerns as well to go into there. I am worried they just simply don't like DS

Re your last point. Don't worry. Teachers just don't show dislikes in that sort of overt way. Also, it would get them into trouble. It is most likely they think he doesn't need any support (which is wrong, even as a free reader, he is still only 6), and are concentrating on those that do. However, you do need them to tell you what their strategy is for his reading progress.

Thank you greeneggsandspam.

I just think DS would benefit from being encouraged to do something he actually enjoys at school, and as he is a fluent reader and loves it the school could be using this to their advantage, instead of neglecting the very thing that he enjoys the most!!

Also, I worry, if they are neglectful in this area, where he is good, what are they like with things he struggles with, like writing?!

Would I be justified in wanting a thorough breakdown of what they do with Ds in every area of the curriculum and how they monitor his progress, as the reading has been so neglected?

Is it neglect though or is it that they can see from your record and his ability in school that his reading is very good so they are concentrating more on the areas he struggles in?

I'd want to go through what they are doing in the areas he struggles with i think rather than go in and get cross about the reading. Does he have an IEP or a statement and are they sticking to that?

I reckon that might be overkill a bit OMDB. If it were me, I would say I wanted a meeting to talk about DSs, and then start by saying what was happening with the lack of books. The teacher may have a different handle on it, there may have been miscommnication. However, once you have heard their side and agreed a plan on what should happen next, then it would be perfectly reasonable to ask how your DS is getting on in other areas, and what his goals are for them and what their plans for him are. A good teacher shouldn't find that hard to produce that sort of info.
I do think a calm approach is best. It can be hard to challenge the teachers though, if they do just say 'well, he is doing so well, so you have nothing to worry about...' Think of a way of saying 'well, that's great, but how are you helping him make further progress...'
Best of luck and let us know how it goes...

I think perhaps the the reading-at-home thing is PARTLY parental responsibility. I'm not sure why you didn't go in with him and change the book WITH HIM, once a week or so? Leaving it for six months seems a bit odd to me.

I would arrange a meeting with the teacher and find out EXACTLY how the system is supposed to work, and then make sure it is followed. It seems a bit odd - perhaps he is reading other books at school? Surely they are reading with him every day?

My DD's school takes a less than ermmmm stretching approach with reading, and she is still bringing picture books home. So since Christmas I just slip whatever novel she is reading into her school bag, and she's reading that during Quiet Reading Time instead. The teachers don't mind at all and it saves her getting bored.

Ah so their policy is to change the book once a week - it seems odd that not much has happened for six months and you are SUDDENLY FUMING! I think you might need to sit down adn calmly work out a plan of some sort with the teachers.

I used to go in to dd's school to listen to the children read.

There was one girl who was soooooo fast that everything she read was garbled (and she did the changing words appropriately thing too). It was quite clear she was a good reader, but the changing of words and the garbling were considered a bit of a problem.

I think this was because there was less expression in her voice so you couldn't tell by listening whether she really grasped the meaning of what she was reading. No (or few) pauses meant we could not tell whether she understood the purpose of punctuation - which would make creative writing more difficult for her.

When I was reading with her, I used to insert a question (why did he do that? what do you think he was thinking? etc) every few sentences, just to keep track of whether she was really grasping the text.

As I was a volunteer and didn't have a target to adhere to, I could take time over each child as seemed necessary.

Gree with morning paper~don't fume,because you don't know whats going on yet,its easily done but you should have had a chat with the teacher before now so you didn't get so worked up.
Its great he's such a good reader though!
Also could it be up to him to choose books from the library now but this isn't happening cos he has books from home to take in?

Agree sorry!!

morningpaper I agree, it is partly down to me being a push-over and partly down to me knowing he is fine at reading and getting lots of opportunities to read that I have left it for so long, but to be honest I didn't realise it was 6 months until actually having a proper look yesterday at the dates as my concern was mounting.

I have mentioned it numerous times in passing though, to the teacher and the TA, but have not followed through partly because I forget at drop off or pick up time, and partly because I have been more concerned with the aspects DS finds difficult. When he's had a bad day the teacher talks to me, when he's had a good day and I don't get called over for a chat I'm so relieved I just leave.

I guess also, I'm partly fuming because of other issues that happened this week at school that have made me re-evaluate whether everything at school is actually ok, so if the other issues hadn't occured I wouldn't be so worried about the lack of reading if that makes sense? I just suddenly feel the school have let D down and I am only just realising.

I take resposibility for not chasing up about the books sooner, but surely the school has a responsibility to the child even if the parent never mentions it? I guess that's my issue too.

I'm fuming here (but calmer now actually), but won't fume at the teacher, I promise!

I know it's not just up to him to get new books.

I think I need to sit down and write down my concerns, I tihnk my fuming at this situation is actually because there are a few underlying issues that the school have failed to resolve with me and I am so worried about DS at school in general. It's not just the reading thing.

Time to book an appointment I think

I go through fuming stages but when I sit down and talk it through (outside of school hours, make a proper appointment) then things have always been resolved

I have an appointment for tomorrow morning MP and I'm sure once I've talked to the teacher I will feel better. Thanks for bashing some sense ito me.