So her report:
100% attendance (through blood, sweat and tears)
Attainment: B's for everything (in line with National Expectations for a child in that year group) except Reading, which she's got an A for (Above National Expectations for a child in that year group).
Effort: B's for everything. ("Good")
No mention is made of the fact that she's taken 5 months to settle in the class. No mention of dragonflies or the reasons for it.
Lots of very positive wording which glosses over gaps, IMO:
English
'tries hard to concentrate'
'with encouragement will offer an opinion'
'understanding of the main points during comprehension activities is developing'
'she is being encouraged to refer to the text...'
'beginning to vary the style of her writing',
'she must check that the language she uses fits in and makes sense.', 'shown that she can punctuate....however does not do so consistently', 'sometimes writes statements instead of sentences.'
'needs to consistently use connectives.'
'trying hard to form her letters carefully and join neatly'.
Mathematics
'DD2 tries hard.'
'She works with an adult when new concepts are introduced'
'...will then try to continue independently'
'usually listens during mental maths...tries to answer questions'
'being introduced to a range of apparatus'
'understanding of addition and subtraction facts to 10 is improving.'
'has experienced working with simple one step word problems. and is being encouraged to select her own practical apparatus....rather than just using fingers.
Personal and Social
'DD2 has experienced working in a variety of situations but benefits from working with a partner or in a group so she can develop her ideas before working independently.'
'Although she sometimes doesn't follow the instructions correctly she will now 'have a go' and not worry.'
So...I'm going to look like a fruitloop with the Ed Psychs, aren't I?
They'll hear about a child who is meeting 'national expectations.'
Yet, the teacher has been telling me that DD2 can't do x, y and z, isn't listening, etc. She agreed with me that 'Y3 is going to be a disaster'....
Meh. I'm fed up of this journey now. Stuff Holland, where's the plane to Italy? 
Here are some suggested organisations that offer expert advice on special needs.
SN children
DD2'd school report is in and we have Ed Psych on Thursday.
lougle · 17/03/2014 23:06
This reply has been deleted
Message withdrawn at poster's request.
I'm back. Thanks for the support.
The Ed Psychs were good. School's view was that DD2 is 'happy in school' and 'smiley' and 'likes adults and has a growing number of friends'.
She is 'average across the board' academically 
.
I've pointed out that she's actually very bright, so average academic achievement may well point to an issue.
They've suggested strategies for school/us to use - standard stuff - visuals, etc.
Apparently there is a meeting at the end of April with the Paed, SALT, SENCO and us to 'discuss the way forward'. I can't help thinking that the Paed will discharge because the SALT says she's fine.
How can school say she's happy while at the same time agreeing that year 3 is going to be a disaster? 
How frustrating for you :( I'm so sorry to read your updates yesterday - 
and 
for you. It's bloody hard work x
Your doing great lougle your DD is one lucky girl to have a mum like you.
Keep ploughing on. DS infant school kept giving 'academically average across the board'. I knew otherwise and questioned and questioned it.
Guess what? He's years behind at literacy and years ahead in maths. This was clear through infants but they just refused didn't see it. Couldn't see why he could do easily and what he struggled with preferring to blame it on "DS is good at engaging in subjects he enjoys"
Well yes he is, pretty typical for a child with ASD, but also because he hated literacy they decided that he was poorer at it due to lack of interest not that lack of interest was due to the fact he needed more support and was demotivated in the subject iyswim?
He is still years behind in literacy but the juniors have fostered an interest in literacy with him and that's made a lot of difference because he understands 'why' it's useful and how he can feel good through using written language.
Hopefully by seeing this (and knowing our 2 are very similar!) it will give you some clues about things to discuss at the meeting. Help you get the educators to see it from the reverse side and get the support for your DD you want and she deserves.
Schools are odd places aren't they? Just been told that dd has not made any progress in any measurable way since she started but not to worry because she is bright and was way ahead to start with.
In what world is that ever considered okay?
They are right. She'll be fine. I don't have that torturous worry of this being her one and only chance to get vital skills but if the system is failing HER of all kids, is there any point to it at all?
RaRa I for the same re literacy? DS apparently a 2B at end of year 2. Continued as a 2B throughout yr 3 and 4. Eventually saw HT about no measurable progress to be told they were in the middle of contacting LA as they felt children were being sent up from infants too high but DS level in literacy was 'fine' and they weren't concerned. I said 2B expected end of yr 2 and as they felt he was a 2C in yr 4 whatever the case re LA he needed input that was not fine and then he was put on Sen register.
After Camhs referred for ASD assessment school now say yeah literacy is poor but that's due to ASD
No consistency in what they say - at all!
That was the gist of my conversation with dd2's HT a couple of weeks ago, RaRa. Apparently, it is odd to worry that your child has made no appreciable progress in a year (and, in some areas is documented as having gone backwards ) if their current scores are still average/above average for their age...
I too wondered what the point of it all was.
lougle, I'm glad you thought the ed psychs were ok. I wish it didn't all have to be such a struggle. agree with Maria - teachers switch off half the time when you try to air concerns as they've 'heard/seen it all before, and childrn do grow out of these quirks' (have lost count of how many times I've had that said to me!)
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