Secondary Y7, no room in top sets so DS kept down any suggestions on how to approach the school?

[yohoohoo]

Looking for advice really on how to address the school please.

DS is in Y7 and in was put in tiers C & D at school when he started last Sept. They only move pupils around once a year. So since starting in Sept in lessons he finishes the work quickly and then sits with nothing else to do even when he's told the teacher hence he's bored whilst waiting. Homework isnt taxing when he gets it and he either does it straight away (10mins at the most) or leaves it till the day before as he knows it's easy and wont take long. He says most of the time he is bored as the work is really easy. We told him to stick at it as it was early days. Assessments show good marks/results for him. Im not saying he's a brain box but I know he can do much much more than he's currently working to.

So now we can tell it's taking his toll on him - he's bored and unenthusiastic about school, nothing seems challenging enough for him. They have just finished assessments and some will move up and down accordingly (only do this once a year). The results we've had back so far are excellent.

He's been told this week by his tutor and another teacher which he also asked that although he is getting top marks there isnt any room in the tiers A, B, and C unless someone gets moved which is unlikely so he will be left where he is most probably.

Secondary School is all very new to me, and I do understand the challenges schools, teachers have. I have though about emailing Head of Year to ask them if this is the case what can be done to give him work to extend lessons or to motivate him more.

emailing head of year will let them know that you are a parent invested in their child's future and not willing to just let things stand.

It will also mean it gets looked at and they will review whether their understanding of his position and effort matches his/yours.

I would.

Is it possible that although your son is getting good grades the children in the higher group are getting higher grades than he is, so that's why they've not moved him up? Or do you have reason to believe that he is getting higher grades than children in the higher group?

Even if they can't move him up at the moment, can they give him extension work, ie on things he's learnt, but stretching him. My DD is in the top set, when they were set homework there were always extension questions for those who were able.

Agree with Beyond, email school your understanding, explain he's bored and can they look into whether he's really in the right set for his ability.

Another parent told me that the school also looks at the less well performing subject eg. maths adn they use that score to either move them or keep them rather than looking at all the other high assessment scores

How bizarre that there could be no room in a set, so a child has to work in an ability set below their actual ability. That's awful.

This is the first move around in readiness for Y8 I think . I think it's more to do with space in the higher sets. Not sure about what scores the sets A & B are getting but I pretty sure more or less the say work.

It';s the fact he's bored, unenthusiastic about school because he's not being challenged, he's finishing the work way within the time that concerns me and homework although this is Y7 doesnt seem enough - perhaps this will change in Y8.

My question really is should I be speaking to the School - if so will have to be Head of Year as tutor is leaving soon

the school is over subscribed 2,000 children in a very small market town

the only extension homework is one or two more questions to answer in French or Maths

Flogginmolly unfortunately it happens. I've taught top sets of 35 to accommodate everyone we felt should be there, but that 36th child...? Just had to draw a line!

True...

Im going to ask him tonight which sets' he's in for each subject and then go through which ones he feels are too easy for him - then perhaps send this information over to the Head of Year.

Maybe it is the case that he stays where he is and it gets harder in Y8 at least Ive asked the question, Im sure school know what they are doing

Definitely ask for a discussion with the head of year. Focus on your concern that he is getting bored and that you want to keep him motivated to work properly. Maybe ask how many "top sets" there are - potentially if there isn't enough room in a large school for all the students that should be in them, maybe an additional class should be managed as "top set". Hope you get the answers you need!

Definitely go in. Ask for a meeting and insist on it. If the school's any good, they will want to hear that he's feeling so demotivated. The real problem is that he's feeling so negative, so go in about that, then see what they say about the sets, etc.

Yes fine to speak to them.about your concerns. It's best they are aware.

Are you talking sets (for individual or groups such as humanities) or streams as in you cannot be in top set for maths and bottom for English due to streaming?

e.g. DDs school runs parallel halves for y7 and y8, and only streams from y9, adjusting streams in y10. Within halves or streams they are then individually set for maths, science, English, humanities

Either way, if the school is any way decent there should be overlap so the sets/streams do not compromise the attainment your DS can reach.

Definitely email the school. However do not approach from the point of view of assuming he is doing fabulously and should be moved up. You don't actually know he should be, because you don't know where he sits within the overall year group results.

So approach with two queries. Firstly ask how he is getting on and how he is performing. In relation to his set and to those in the sets above. Feel free to say you have thought his results indicated him doing well and want to confirm that and put him in wider context.

Secondly, ask about school policy for moving students. Ask IF a child is performing at the level of the higher set if they will always be moved up. Say your son has said a teacher has said people don't always move up due to lack of a place and you would like the school to confirm that if he is at the right standard, he will be moved up.

So approach as queries, not complaining or assumptions about how he is doing. And state that you are happy to come in to discuss and would like to get this resolved before the end of term.

If you don't hear back in 3 or 4 days, email again.

Of course, it might be that he is already in the right group, which will disappoint you, but better to know. Or perhaps he should be in a higher group. If they say this, but that there is no room (unlikely) be clear that it isn't good enough and you expect them to provide for his educational needs. So,etimes you do have to assert yourself.....and school usually respond. Keep it polite, friendly and clear throughout.

And yes to raising the concern about him being bored.

You may find out all kinds of interesting things you didn't know about your sons behaviour and work ethic following that! However, the school should also look for ways to stimulate him and if you raise it, it will be on the radar.

By the way as a Head of department, I'd want you to raise the concern about the boredom etc too. Sometimes it just raises an issue which might have been missed and sometimes it gives me an opportunity to reassure / explain to a parent.

Do you know why he was put in sets C and D in the first place?

DD2's school started running a parallel second top set last year for their Yr 9s - because a lot of the children had made stronger than expected progress in an already strong cohort. It can be done.

How bizarre that there could be no room in a set, so a child has to work in an ability set below their actual ability. That's awful.

that isn't what happens though, the children are put in order of ability and achievement, the ranking is translated into sets, and each set is taught as appropriate, so if there re 60 top set children, then there are effectivley 2 top sets, or if there are 45, then half the second set is doing top set work, etc.

The top set won't be doing anything different to what your son is doing in the set below.

It doesn't matter what his set is called but it really matters that he is possibly not being extended.what does his teacher think about his progress?
They all do the same GCSE

As he's only been there since Sept we've got 2 assessment documents...most of his scores look fine however I know this can change. these next set I feel will be show his "real" extent.

He told me last night it was more about how the time tables run as well tier A & B run alongside each other and C&D do also so it wouldnt be possible he said to move some subjects to say B and then some to C or D.

I think you need to talk to the school and find out exactly what's going on. I have never heard of a school with a system so inflexible that a child who was, say, good at maths couldn't access a higher maths group because their geography and mfl grades weren't great.