Forgive me, but Key Stage 1 levels.

[GroovyGretel]

Again.

My dd (yr1) is lovely , keen to learn and bright. I have been worrying this year that her teacher (yr1 and yr2 mixed class) is not all that she could be and that dd being an over sensitive child had decided that she was not that interesting to her teacher and had stopped trying.

So, I took her off to the Explore tutoring thing (inside my local Sainsbugs) and she has really enjoyed it. It initially was just to boost her confidence. I had a meeting with them about 6 weeks ago and they told me how bright she was - particularly in Maths working at a solid level 3.

So, cue today's Year 1 report where she is given a level 2c and an effort level B (A's in all other subjects).

I had spoken to her teacher after the meeting with Explore and told her that dd had said that some of the maths at school was 'boring' to which teacher rolled her eyes.

I sound like a mad woman - I'm really not as pushy as this is making me sound! (What I really want to avoid is dd deciding that working hard/enjoying school is pointless/nerdy. )

However, the trouble is, I have heard several reports from other parents about their worries. Quite a few parents (and it's a very small school) have been told that their dc are doing ok and then gone up to Yr3 and been told that they are behind and need significant coaching.

Should I go and talk quietly to the Head? She will have this teacher for another academic year.

but 2c is really good if she is in y1. isn't it?

Have no experience of the tutoring thing that you mention, but do you think maybe a profit-making company (If they are one) will tell parents what they want to hear? After all they have no vested interest in what level your child is at and may artificially boost any grades to make themselves look good. Sorry to be cynical.

2C is good at the end of Y1 and whether or not she finds some of the school maths boring or not is totally irrelevant. Not everything in life is all singing and dancing and it's a hard lesson to learn but sometime you just have to get on with it.

I'm afraid like lovecheese I would take whatever the tutor company says with a large pinch of salt it's in their interest for you to pay for more sessions

For children to attain level 3, they need to:

read and write numbers that contain zero as a place holder, understanding its role?

count in ones and tens, backwards and forwards, over boundaries, for example, 187, 197, 207??

identify the important digits to compare and order two or more numbers, for example, 184 and 275 ? (hundreds digit), 384 and 392 (tens digit), 407 and 410 (units and tens digits)
position numbers approximately on partially marked number lines?

round a number by identifying the multiple of 10 or 100 to which it is closest?

compare and order negative and positive numbers, using a number line?

identify the value of each digit in measures such as grams and in money?

understand the role of the numerator and denominator of a fraction?

identify, read and write fractions to describe a proportion of a shape or amount, for example, ? appreciate that, since there are 100 centimetres in a metre, 1 centimetre is equal to 1⁄100 of a metre.

use known facts to work out related ones, for example, use 7 + 8 = 15 to work out 37 + 8 and 150? 150? 80
partition two-digit numbers to support efficient calculation, for example, 41? ? 19 = 21 + 20 ? 19
draw their own number lines to show steps in a calculation?
use the inverse operation to check answers, particularly for subtraction, for example, check
? 56 ? 18 = 38 using 38 + 18
identify the appropriate calculation(s) needed to solve a problem?
consider the numbers involved in a particular calculation to make appropriate decisions on which ? mental method to choose
work out subtraction by counting backwards and by counting forwards and decide which is the ? more efficient method for particular calculations
use correct mathematical vocabulary to describe/explain their calculation methods.?
recognise when situations involving repeated addition are more efficiently represented using multiplication?
recognise when situations involving equal sharing or grouping or repeated subtraction are more efficiently ? represented using division
use known facts to work out related ones, for example, use 3 x 4 = 12 to answer 30 x 4 or 120 &divid; 40?
represent arrays using multiplication and carry out multiplication calculations using arrays?
use partitioning to multiply a two-digit number by a single-digit number and record steps?
interpret division as the inverse of multiplication, for example, understanding that 24 &divid; 4 can be ? found using 4 x 6 = 24
divide a two-digit by a single-digit number by splitting it into sensible chunks?
find and interpret remainders in division, rounding up or down where appropriate?
find a unit fraction, for example, ? 1⁄5 of an amount using division, then multiply the answer to find non-unit fractions, for example, 2⁄5, 3⁄5.

name, describe and sort 2-D shapes, using a range of properties including number of sides, equal ? sides and number of right angles
name, describe and sort 3-D shapes, using number and shape of faces, number of edges and vertices?
compare shapes by describing what is the same and what is different about them?
use shape vocabulary accurately, including 2-D, side, vertex, polygon, circle, semi-circle, diagonal, ? regular, irregular, 3-D, face, edge, net, prism, cylinder, sphere
understand that, in regular shapes, all sides are equal and all angles are equal?
use Venn and Carroll diagrams to sort shapes according to defined criteria?
draw on their practical experience of 2-D and 3-D shapes to visualise shapes, and generate and ? extend patterns.

I too would be highly suspicious of a 'solid level 3' comment from a profit making company.

Hopefully, your dd's (very good) teacher assessment have been arrived at using lots of evidence and careful judgement - they see your daughter day in, day out, and use these assessment systems all the time!