sets - is it possible to get a teacher to rethink a decision?

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Ds is yr 7.
Moved down from set 1 to set 2 (only 2 sets in year group, prep school) at beginning of term as he'd scored low on internal assessments on fractions, decimals and percentages last term.
Completely frustrated in new set, work way too easy and covering topics/concepts hes already done and had no problems with (transformations, straight line graphs and scatter graphs/diagrams) pace is agonisingly slow as set 2 is essentially the bottom set and middle set together so teacher pacing it for the ones who need a lot of repetition and help.
I can see the demotivation creeping in already. Would I be unreasonable to ask the head of maths to reconsider their decision and if so how would you word it so that it doesnt sound like I'm telling them what to do! He had a Level 1 CE paper and mental maths test last week and only got 1 question wrong on both, so this groups level is definitely too easy.
Also, what are good websites for this age group as he really doesn't like mymaths.

I think it would be very unreasonable at this point in time. I remember your previous thread on this and I know there were issues with how and when the information was communicated, so I can understand why you are frustrated but the decision to move him down seemed to be very much in his best interests from the information you shared.

You have not given this enough time at all and neither has your son. As I remember he scored low over different assessments over the term. Just because he is feeling secure on the topics currently being studied does not mean he is at a place where he can work at the faster pace of the top set. He clearly has difficulties in areas and needs to become more secure in his knowledge. Set 2 will give him the time to consolidate his knowledge and give the teacher time to fully assess him.

It is great he did well on the recent test as that should boost his confidence compared to the results he was getting before. You did say before that the Head of Dept. was going to monitor your son's progress so please give them time to do that, and give his new Maths teacher time to fully assess his strengths and weaknesses. They have only been back at school a couple of weeks; he is one pupil in one class and they are not going to be rushing any decisions. They need time to see how he is doing in several areas. I would say give it to either half term or his next report/parents evening (whichever is sooner) and book the time to have an in-depth chat with his teacher about how he is doing. You need to trust the school to do its job.

Thanks, holding off for the time being, different perspectives help.

He really needs some kind of extension inthis new group which teacher has told him she doesn't have.

Think I'll have a browse round for things he can do at home which put a bit of fun back in, not easy sitting through maths 4 times a week being bored stiff.

The only other thing I would add to adoptmama's advice is that your ds is getting to an age where he needs to take some responsibility for his studies. If he is bored in class, he needs to see the teacher to discuss extension work. If he is convinced he is in the wrong set, he needs to discuss with the teacher what he needs to do work on and what he needs to achieve to be able to move into a higher set. Secondary school is very much about gradually handing over the reins.

Thanks cory. Ds has tried to do this, when he has asked the teacher apologised and told him she didn't have anything else he could do. Being a bottom/middle group all in together means she has lo focus on those not coping with level 1 questions. Will suggest to him that he asks teacher or head of department for extension work for lesson time.

Often its impossible to move between sets because of class numbers - they set the arbitrary line straight down the middle and which ever side your child ends up on thats it.

We have this issue with DD at secondary school. Every time she seems to end up as 'the bright kid' in a so-so middle set. Frustrating, but nothing the school can do about it, Its just the way the numbers fall.

That's really poor of the teacher, she should be able to differentiate within the set. Schools can do it when somebody is substantially ahead in the top set. It is even easier in a lower set because the material is already prepared for the set above.

I think some schools are more fluid than others when it comes to sets, though.

No idea how flexible/what the approach of the teachers at his school will be, but I would consider at least mentioning it to them so that the idea is in their minds. Maybe they will keep an eye on him to see if they think you're right as a result.

FWIW, I don't think it would be unreasonable at all. You're paying privately for your child's education, so you're certainly entitled to at least raise issues such as this with the teacher.

As for the suggestion that your child, aged 11, should take the responsibility for raising this with his teacher, I'm afraid I think that's utterly ridiculous! Your son is just 11 years old. It's your responsibility, not his, to raise issues like this. He's still a baby.

I'm not suggesting that he should necessarily be moved upI've not seen the earlier threadsbut if the question is whether or not it's reasonable for you to raise it then the answer is most definitely yes.

Just make sure that the second set is covering the same syllabus as top set otherwise he will struggle to make jump back up simply for lack of knowledge of syllabus.

I too have not read the earlier thread, but how would your ds feel about doing 30 mins each day on KS3 at home, say on Khan academy, BBC bitesize or from a KS3 revision and workbook?

It is a good lesson for any child that if they want something sometimes they have to work for it. Presumably he will be doing CE soon and it is those tests which will be important.

If I were paying for a school not to teach my child maths at her level I would definitely ask.

Year 7 is not a baby. It is the beginning of where they need to take responsibility. If year 7 is a baby, at what point do you think they grow out of that?

My year 7 dd had as a target last year to ask for extension work in a couple of subjects where she needed to. She's very shy, hates putting herself forward, but did it. It gave her more confidence in approaching teachers about things and now, in year 8, she is much better at asking for help, both when things are difficult, and when things are too easy.

I thought this was a state school and I thought it was a bit shit the teacher couldn't dig out some harder questions (I teach maths and my classroom has a load of textbooks, I'd be able to find something.)

But this is private! For heaven's sake go in and ask them to do what you are paying them to do which is to provide work at the appropriate level for your DS. If that means a bit of extra work for the teacher, then they should bloody well do it!

Jeeees, my son was way ahead in his set 4 (of 6 at state secondary) and his poor teacher was run ragged finding him extension work - which he took as a challenge to complete as fast as he could to have her running around even more. In the end, and with good humour, she said she couldn't stand it anymore and he was moved up a set to set 3 - and found himself at the top of that one too (although with two peers for company, as opposed to working well beyond the others and they now challenge each other to finish first). That group all got C grade a year early and are now trying for A*/A/B in year 11.

The whole situation was a great experience for him and it wouldn't worry me the set a child was in. However, there should be extension work available. You cannot harbour a love of Maths without it.

If it is a private school then shout! I would want my son to do it himself at 11 but I do agree private is different when you pay so much.