Is it possible to contest school report results?

[Olympias]

Hello everybody!

I've just got my DS's end of year school report(he is in reception). His early years foundation stage profile total score is 74,
which is slightly below the nation's average (78).
I firmly believe that a few of the scores are lower then they should be.
for example I know for a fact that he counts up to 100, and does whatever else is required
to get a 9 in "Numbers as labels" portion of the profile, and he got a 6.
If these scores were "corrected" his total would be somewhere around 80.
I wouldn't worry about the scores so much if he stayed on in the school, but we are considering going to another (hopefully better)
state or independent school, and I am concerned, that the below average score might be a problem.
So, my questions are:
Is my worry justified: can a below average score at the end of the reception year be of a problem when going to another
school,especially highly selective independent school?
Is it possible to contest results and ask for a reassessment?

thanks very much for your replies.

No. It won't matter

If he is going to an independent than they won't give a toss what his scores are as they will do extensive testing and interviewing themselves.

I would however gently point out that with scores of average he is unlikely to get in to a highly selective independent.

An independent school would do their own tests, so they won't be interested in what his school report says. Though they may be interested in the overall impression of the current school - that he's well behaved, pays attention etc.

And a "better" state school won't have any interest in what level he is at either.

But, as pag says, a highly selective school (if they are selective at this early an age) is maybe not going to be the best school for a child who is around average - either a bit above or a bit below isn't much of a difference to that.

No, v unlikely that the new school will pay much attention to the report. They'll know that a lot of it is down to what evidence the school has to support the assessment. They will assess him themselves, usually fairly gently by letting him go into their class for a day. But if you're looking at a highly selective school then I presume he'll be sitting the 7+. Less emphasis will be placed on his reports. Usually you can't contest school reports I'm afraid.

I would query the report if you think it is a bit low...ask for their reasoning, if they scored him, they should be able to state their reasoning.

I also think independent schools won't bother with the report, they will do their own tests. A lot of schools have different ideas about children and "desireable" characteristics and will have their own selection criteria. Our local uber-snob independent for instance won't accept a child age 5 if they do not say please and thank-you and cannot use a knife and fork. Seriously, they would have turned down Einstein on these grounds.

Schools would welcome children whose EYFS is lower than what they're capable of... as the Value Added score at KS1 will be higher!

Trust me, even with a remark taking him 80 that won't stand out as above average- it goes up to 117

You need to think is he doing these things in his play or just when you ask him?
To be awarded the points the teacher needs to see him applying these skills/knowledge independently in his own play.

To be awarded point 9 he needs not only to count to at least 20 objects he needs to be able to write and order numerals and to use numbers. It is often the use part that children fail to demonstrate independently.

Point 8 is also a stumbling block for many children

Uses developing mathematical ideas and methods to solve practical problems

Not problems set by an adult but ones they encounter in independent play and observed by the teacher ...

I have always found that while children demonstrate these in activities with an adult they rarely use it in play.

Sorry but isn't that ridiculous - so if the teacher never happens to be around when they do it but the teacher knows for a fact they can, it doesn't count?

Not sure the advice about independent schools though is universal.

The very selective and high performing academic independent school near us told us that for entry up until Y2 they test for "potential".

This means that although they do extensive testing, this is not about what they have learned but what they are capable of learning. They explained that this is because a lot of maintained schools at reception do not teach what they do and it would not be fair to judge children at that age on the basis of what they have not been taught. (their words, not mine!)

So what I am saying is, that just because your child had average scores, it doesn't mean that he is average. It could be that they have not observed what he can do, or that he hasn't been taught additional stuff.

I hope this is of some reassurance to you.
Might be worth checking though to see what your local independent school tests for..

PS just another point to reassure you. Our niece who's 10 and at a very average village school was always getting below average scores and was in the bottom set at school.

She kept saying she was bored stiff at school.

Her dad got so fed up that he put her forward for a test for a highly selective/highly academic indie school and she not only passed but got a scholarship(!)

They told the dad she has a reading & writing ability of a 16 year old and yet she was on the bottom set for literacy. Just proves my point....!!

The teacher has to provide evidence that they have observed the child applying the skills and knowledge in play only 20% of evidence can come from activities with the teacher

Do you agree with that MRZ or do you think teachers should be trusted to know when a child has done something even if they don't have evidence.
Also what is the EYFS rationale for it having to be evidenced in play? Who does that matter?

Of course it is worth trying if that is what she wants emy77. But broadly with DS the children that seemed likely to get in at age 7 entry were the children whose parents had been told by the school thatthey considered them likelyto get in.
Those who were told that they seemed unlikely tended to struggle.
Of course there are super smart children hiding their lights and all that but I though that the OP banking on entry to 'highly academic independent' seemed something worth mentioning...

Just out of interest (as my dd is about to start reception) can you give me some examples of how they would use maths in a play setting.
Just can't get my head round this eyfs stuff..

scrappydappydoo they could play shops, count how many apples are in the toy basket that sort of thing.

Reception is all about learning through play or should be. Seriously OP it is really not worth worrying about about a report they get in reception, they are still babies. Relax.

Ah I see - so how many points would dd get for using her clubcard ;)
Seriously this has piqued my curiousity - can you recommend a website I can find out more about eyfs? I want to know more about how I can hothouse help dd

I'm not a fan of EYFS

also remember that the profile doesn't correlate with National Curriculum levels

just found this

However I recommend just playing with her, count the stairs as you both go up them, talk to her as you take a walk about stuff you can see, read to her and most importantly do NOT worry about the syllabus for a 4 year old. There is a fine line between showing an interest and becoming neurotic.

If you want to see what the learning objectives are for reception, try this and open up the adobe document. National Standards

Sorry - x posted Ledodgy. Meant to add too - don't stress out about it, just use numbers and talk about things going on in real life.

Thanks - I promise to try not be neurotic. Just interested in how it all works...

Scrappy I will hold you to that and if in the next few years I see you on here being neurotic about her education. I shall give you a virtual slap on the hand.

Ireallyreallyhatefoo... - you said:

"Sorry but isn't that ridiculous - so if the teacher never happens to be around when they do it but the teacher knows for a fact they can, it doesn't count?"

I can't see why this is ridiculous - if something is being formally tested or scored, then the person being tested/scored has to demonstrate the requisite skill to the tester in the test situation. Ds1 has just taken his Standard Grade exams (scottish GCSE equivalent), and his papers will only be marked on the information he puts down - it doesn't matter if I know that he knows more than he wrote in the exam - he's only going to get marks for what he remembered.

The teacher or examiner can't 'know for a fact' that a child knows something or possesses a particular skill unless they actually see them doing it.

Feel free - I need it sometimes (as long as its only virtual!)
(sorry for hijacking thread op)