DS1 left juniors with 5C in maths and an exemplary conduct record....

[Gales]

He's now done almost 2 terms at secondary and the bottom seems to have fallen out.

He got a 3 (out of 5) for conduct in Maths in his last monitoring report, although his teacher doesn't seem to be able to define exactly what the problem is, just that "if anything's going on Ds1 always seems to be at the centre of it". Apparently in the last progress test he scored bottom in the class with 14 out of 60!

He got 1s for conduct in almost all his other subjects.

I've just spoken to the maths teacher, who recognises that there's a problem but can't tell me exactly what it is and there doesn't seem to be any plan to find out and/or resolve it? Is this normal. What should I be doing? Why has it taken 2 terms for them to tell me this - I would never have found out if I hadn't called following the monitoring report.

I'm scared of becoming "that" mum, and I've always left the school to it up to now, for both my DC, but I do feel the need to take some "action" this time.

He's either finding it difficult to adjust to the new school or he's being bullied. Whatever it is something is wrong and nobody would critisise you for trying to get to the bottom of it.

Maths is usually in sets by now so he will be with a different group of students to his other subjects. This can explain the different conduct mark for maths. He may have found himself a group of friends in maths that he likes to piss about with rather than doing his work. Getting a 3 out of 5 isn't great, but neither is it terrible. Getting the lowest score suggests he is either not working hard enough, or struggling with the work (and perhaps then disengaging).

Have you asked your DS what the problem is?

I have asked giraffe. He says he can't think what the problem could be, everything's fine etc. he didn't tell me about the test result either.

Yes, he's in set 3, out of 5 (two sets with each number iyswim, 10 classes) so surely shouldn't be finding it that demanding?!

He's never enjoyed maths, he had to work really hard to get that 5c at the end of year 6, but he was thrilled when he did.

Ah, if he never enjoyed maths and his teacher thinks he's at the centre of anything that's going on, then I suspect he has taken to slacking off, leading to poor test scores.

If he continues to perform at the bottom of the group then he may well get moved down a set.

Can you have a look at his exercise book? His homework? Does it look like he is taking care and producing enough work?

If you are then concerned about behaviour or work, I would ask the teacher to put him on a report card for a couple of weeks, monitoring behaviour and effort. Then you will get a better picture of how he is getting on in lessons.

The teacher should be more specific about what he actually does.

And the report card is not a bad idea: my ds has been on those and they do help both him and us to see where the problem lies.

Ds was also a very well behaved pupil in junior school and is getting into a lot of trouble at secondary, but in his case we know what is going on. Noting very serious, but I can see why the school needs to clamp down.

He has always been a bit of a dreamer, which passed unnoticed in junior school because demands on the children are not so high and they are kind towards anyone who seems a bit shy and helpless. In secondary school they expect you to pay attention and listen and get organised.

Also, he was nervous about the transition to secondary and compensated by becoming the class clown- again, a secondary subject teacher who has two hours a week to get his subject into the heads of his charges is going to have to be a lot less patient about constant low level disruption.

Thank you cory, yes I suspect you have just described DS1 exactly!

I am disappointed they didn't let me know sooner and that they can't tell me exactly what's wrong, but I least I'm aware now. Am going to leave it a couple of weeks (after talking to DS) and speak to teacher again. Will suggest report card if they haven't seen a marked improvement.

My DD, also year 7, has been on a report card for the last two weeks to help motivate her and knock the silly behaviour on the head. She is more concerned with being popular and cool than actually buckling down and learning anything. Maths has also been a struggle for her at secondary. She left primary with a 5 in maths and has been put in the 'accelerated' maths class with a view to taking her GCSE a year early, something I don't agree with but that's another thread! She' finding it very difficult and I'm thinking of asking for her to be moved down a group and go at a slower pace. The teacher says she's capable of staying in that class IF she listens. She gets distracted and misses vital explanations according to the teacher.

The report card does seem to have helped her focus a bit more and each teacher signs it after every lesson and we can see a pattern emerging where she acts silly. Might be worth getting your DS to do a similar thing and see if it helps.

Meant to add one thing I was discussing with DH last night was DDs appalling diet since she started secondary. She stops at the sweet shop every single morning and buys junk, and then arrives at school full of sugar, I'm sure that can't help with concentration and behaviour. Even if she has no money,one of her friends will so it's impossible to monitor. Lunch is usually a crap choice as well, chips or pizza every day. If I make her a packed lunch she doesn't eat it.

I wonder if this is a common problem at secondary when they have more freedom and can buy all this stuff.

Hmm. Maybe. DS is taking a packed lunch, which he mostly eats, but what is "acceptable" is much less healthy than when he was in juniors

They didn't let you know sooner, I expect, because a conduct mark of 3 out of 5 isn't bad enough (it's a could try harder sort of grade) to warrant a phone call home. The children who get phone calls home are the kids who will be getting 4s and 5s. 3 out of 5 is what the monitoring report is there for, that is telling the parents.
Secondary teachers teach hundreds of kids, making a phone call home is reserved for serious concerns.

I shouldn't have been told he was getting 14/60 in tests noble?

It wouldn't be standard, no. Talking to the pupil about it would certainly be expected, if it was significantly below the standard expected, but someone has to come bottom, and the reasons for this vary. Getting a poor test score and then a stern talking to can be a kick up the backside for a slacker and they improve without further intervention. Phoning a parent would not be the first port of call in secondary, pupils are expected to take more responsibility for sorting themselves out.