DD in Y8 was accidentally put into top set English in Sept. She has SEN and due to the bubbles, they couldn't move her and I was slightly worried about this but she has done amazingly. She is writing so much in her book, reading when she gets home and overall has made the most progress ever in English, mostly thanks to the peer pressure and quiet environment.
Just had a phone call from school saying they will be moving her down to the bottom set at she is struggling in inference exercises and didn't do well on the test (wasn't given extra time and left halfway but that's besides the point, she wouldn't have passed it to top set standards anyway). The reason I have an issue with this is because she is in bottom sets for everything else. I have no problem with this in principle, however, they are so disruptive. DD does not have a day where no one gets sent out, her books look bare in those subjects and its so bad they are splitting some of them up. There is absolutely no classroom management there.
I have been working with DD everyday in those subjects to try and get her to move up sets as it seems it's the only hope.
The teacher said she needs the help of a TA which would be available to her in the bottom set. I explained that I know this but I would prefer that she stayed in a higher set for above mentioned reasons. There is no gain to her having a TA in a class of 30 kids who each need one. I know this as this is the case in all other core subjects.
My question I guess is, am I being out of order? I'm not expecting her to stay in set 1, however great she is doing, I'm aware there are kids who passed high enough to warrant a space there, I just really don't want the bottom set.