Lack of progression at school

[Tiggles]

Hi all,
DS1 is in Yr5 in school. When he did his yr 2 SATS he got a 3 in maths (presumably a 3c). I've just given him a yr 6 SATS paper, and he really struggled - marked it, and even with me giving him pointers on some of the questions (he worries that he isn't doing things right, so reassurance rather than telling him how to do things) he has come out with a mid level 3, so presume 3b. So in 3 years he appears to have made 1 sublevel of progress .
At his parents evening in March his teacher (who was new to the school in Jan) said he was average at maths. I asked if he was making enough progress and she said she'd have ot get back to me as she didn't know about his KS2 levels. She hasn't, hence me trying him on the test today.

Whilst I am happy to start pushing maths at home I work full time so we don't get home til 5, then tea, so late before we can do anything. So I really need to broach this with the school.Should I wait until I get his report in a couple of weeks and see what level they put his maths? He has the same teacher next year so there will be continuity.

It was only after his AS dx (in yr 4) that they finally admitted that they didn't think he was reaching his full potential in school as he gets distracted, and his current teacher is back to him being ok.

Any advice greatly appreciated.

Take it up with school on Mon. Especially if he has the same teacher next year.

They already know his levels. If they tell you anything higher than a 3 you won't believe them.

So you don't need to ask them if he's made progress. You know he hasn't.

You need to ask them what they'll do to improve his maths, as you know he hasn't made as much progress as he should.

You know he should (and won't) get a level 5. You have every right to expect him to get a level 5, so ask what school will be doing to ensure he gets the level 5 he should get.

There is also an exception that children make a progress of two sub-levels per academic year. (The sub-levels means the a, b or c after the number, so three sub-levels within one level - confusing eh?!)

If your child gained a level 3 in KS1, then they should be gaining a level 5 by the end of Year 6.

To be honest, I'd be arranging to meet again with the class teacher stating that you'd like to know his rate of progress. Schools should keep tracking records - they track the progress year to year....so they should tell you what he achieved at the end of year 3 and year 4....there should also be mid-year assessments (normally at the end of each term)...ask to be told of these assessments.

If you do not get the information that you want, I'd arrange a meeting with the head teacher to discuss this further.

You are doing what you feel is best, and I'm not going to argue with that! But I will just point out that doing one Y6 SATs paper will give you an idea of what he can achieve, but I feel that the judgement needs to be in the hands of the professionals...his teachers.

Last thing to point out is that you said that his teacher said he isn't reaching his full potential and is distracted. I'd ask how is he being distracted - by himself? by others? Does he need to be moved in the classroom? Away from a window, certain children, nearer the front? Basically, find out what they are going to do to help him fulfill his potential and try to stop him becoming distracted (if they know these issues, they need to deal with them!)

Good luck!! :)

Thanks both.
Uberly, I trusted his teacher (back in March) when she said he was doing averagely, which is why I asked her if he had made satisfactory progress, as he should still be above average. It was only her complete lack of getting back to me that I thought I really ought to find out more proactively - I work full time so never see his teacher after school to give her a gentle nudge. I have a home school book that sometimes seems to be read, so I'll try and make an appointment through that.
I know his current teacher has just moved him to a new table, I get the impression he is copying the work from the person he is now sitting next too (she is G&T) and not actually understanding it. Guess I had better raise that too. Although at least he is no longer opposite the most disruptive member of the class who he has regularly been next to over the last few years.

"Although at least he is no longer opposite the most disruptive member of the class who he has regularly been next to over the last few years." You may have hit the nail on the head there! This is probably a good reason to why he's being distracted! Glad he's been moved. Why the teachers didn't spot this earlier I don't know! My DS was placed facing the wall with a box of toys on the table...he wasn't progressing and the teachers didn't understand why he wasn't working and would rather play!! Needless to say, we took him out of the school and now he's progressing! Anyway...

If you don't get anywhere soon with the teacher (seems like you've given her long enough and it's not good that she doesn't get back to you), I'd take it to the head. I appreciate you work full-time. It's a hard balancing act! Maybe it would be more convenient for you to have a telephone conversation?? Just a suggestion!

Really hope you get somewhere with this. It frustrates me when children fail to reach their potential and teachers seem to do little about it!

I would also start thinking longer term now as well because in two years time he will be at secondary. How do you think he is going to manage there?.

Is he on their SEN register and known to the SENCO; is he on School Action Plus?. If not I would be asking them some tough questions.

If there is no statement in place I would apply for one of these from your LEA asap. IPSEA's website is good at the whole statementing process www.ipsea.org.uk.

You are his best - and only - advocate here.

AFter a lot of fighting he is finally on the SEN register, but only on an IBP for anxiety etc, as apparently he is academically fine however he was put on this pretty much the same time as I asked the teacher about his progression which she didn't know about. I might ask now about an IEP too.
I think he should be on SA+ as he has the Ed Psych involved (it was the Ed Psych I think who told them he HAD to be on the SEN register as it wasn't long after I spoke to the Ed Psych they finally changed their mind), school have him on SA.
The Ed Psych is on board to try and sort transition to secondary but I think I need to get more help now definitely, or he is going to be way behind in another year. So will go back to the Ed Psych - he did say he'd help get a statement, even though he (read school as Ed Psych not met DS as far as aware) didn't think DS needed it, although since then our county have decided they won't issue them without severe physical disabilities, they are going to issue somethingelse (can't remember name) but will get Ed Psych to help out anyway.

Level 3 at Year 2 is not the same as level 3 in the higher age SATS. Children who took the age 7 SATS and got a 3 if they did the year 6 SATS on the same day they would not get a level 3 as they don't exactly follow on, they are based on different work.
The progress you describe is still not enough but there is also a jump from one set of exams to the other.
this is a useful chart your child should stay in the same colour band.

Thanks Agnes

Sorry to add to your confusion LittleMissGreen, but AgnesDiPesto is incorrect.

Levels are the same throughout all Key Stages. So a level 3 in Year 2 is the same as a level 3 in Year 4, or Year 5, or Year 7!

The document that has been referred to is to be used by Head Teachers when filling in a whole school document highlighting progression and target setting.

I'm not sure why it's been posted as it is of no benefit other than for Head Teachers and those in charge of assessment within school.

I guess it's easy to be confused. There is so much jargon out there, so many documents available, but we need to make sure that we fully understand what we are reading and accessing!

I spend most of my life being when it comes to education past foundation phase.
I have bitten the bullet and written a letter to the teacher asking for evidence of any progression since year2, as requested 4 months ago...

I think it is a useful document, like Agnes said if a child is slipping down colour bands then it is indicative of a problem.

Although I agree that a level 3 is the same in KS1 and KS2.

Was it the same school that gave her a L3 in KS1? Or was it a separate infants school?

Same school. He was home-edded end yr 1, beginning yr2 as his confidence was nil. He took everything literally. Teacher wrote DS1 can't count to 9 on his work (he wasn't capable of holding pen properly so couldn't DRAW 9 butterflies) he decided he could no longer count, etc.
So he joined a new school in the October yr2.

"The Ed Psych is on board to try and sort transition to secondary but I think I need to get more help now definitely, or he is going to be way behind in another year. So will go back to the Ed Psych - he did say he'd help get a statement, even though he (read school as Ed Psych not met DS as far as aware) didn't think DS needed it, although since then our county have decided they won't issue them without severe physical disabilities, they are going to issue something else (can't remember name) but will get Ed Psych to help out anyway".

This county are acting unlawfully re their criteria for statements; blanket policies are not allowed and they know this. Its all designed to put people off from applying. Your son is being failed by his school and EP to date.

Your son ought to be on SA plus as well.

Never ever, ever accept a Note In Lieu; that may be what is being proposed here.

Get EP on side and make your own request re a statement asap. Use IPSEA's website letters.

Ds has AS. He has a statement. We got it for a combination of social skills, sensory problems, hypermobility and OT needs. DS is doing fine academically IF he is able to concentrate in class. This means getting the help he needs for all of his other problems. It wasn't easy but we do now have it and Primary school have been good. I would recommend you look at the possibilty of applying.
You will need to be able to turn each of the non academic difficulties into an academic one - ie if he has a bad playtime and is upset and can't talk it through then he will be incapable of concentrating in the next lesson. Or he needs the work broken down into smaller portions for him to be able to do it, etc etc....
Do you have other reports other than the Ed Phyc and the Dx letter?
Does he have and IEP - do these show adequate progress?
Does he need OT?
All these things will help your case for a statement

I should probably add we are in Wales (not sure if this makes any difference with regards to statements), the reason I know that they don't want to give out statements anymore is it was brought up in a governors meeting recently, when the HT said it had been relayed to all HTs recently. I did ask if they would be legally enforceable and was given a bit of eye-rolling meaning we are guessing not (as opposed to is LMG being obstructive).

DS has an IEB he got it one term ago and is just for his behaviour, working at the moment on his anxiety and actually getting him to ask when he doesn't understand something, needs something etc. This is something we had been working on at home too. e.g. don't randomly say to someone "the showerhead is very high today", ask "please can you put the shower down so I can reach it". In fairness his current teacher is the FIRST person (outside the home) to realise how literal his understanding is other teachers have looked at me blankly when I tell them, "but he talks so well, how can he think such and such".
Looking at his maths progression (and hopefully all subjects when his teacher gets back to me) I think I have more of a case to push him onto an IEP as well, forget the whole "he is doing fine", he obviously isn't progressing.
Alison222 thanks so much for that list of cause/effects that is really useful.
I was told a year ago he would get OT for his writing (as long as they managed to conceal the fact that he had AS, apparently autistic children don't get OT . Appointment never came through, neither did his 6month follow up appointment, or his confirmation or otherwise of an ADHD dx. Think I had better start chasing all that up too. Last time I contacted them the dept was restructuring and causing chaos to their waiting lists, but that was several months ago...

IBP not IEB, do'h.