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Original poster

Choosing School for DC as a Teacher

27 replies

EdithGrantham · 23/10/2024 21:55

I'm EYs trained and am now at the point of choosing a school for my DD.

Our local school is within walking distance, caters amazingly for SEN children (as far as we are aware out DD doesn't have SEN but I think it's worth mentioning!) it offers great opportunities for non-core subjects and some of DDs cousins are already there. However, beyond Rec they are incredibly formal. In year 1 there is no play-based learning, even at the beginning of the year as they are transitioning from reception, every lesson has a written outcome and some of the practises are things I find a little questionable, e.g. testing timetables from the beginning of Year 2 and the handwriting expectations for them being allowed to write in pen are, imo, unrealistic.
Our only other school that we could possibly apply to isn't within walking distance and DD won't know anyone, it's also only an infant school and I'm not sure what the Juniors is like. But they are much more nurturing and play-based.
I'm not sure what to do for the best and not sure how much my professional knowledge is clouding my judgement.
Just needed to get it out there and ask if anyone's been in a similar situation and what they've done?

OP posts:
Original poster
EdithGrantham · 28/10/2024 11:03

Thewholeplaceglitters · 28/10/2024 10:24

I have yes. I agree with you that there are some sensible reflections in it (though, just like in the maths report, there is a failure to identify that many of these issues schools & teachers are criticised for are a direct result of the national curriculum and testing arrangements being unfit for purpose). However ultimately I feel that report is arguing for a reduction / removal of any child directed play / learning. The only play example in there - hopscotch - is one which an adult heavily directs. I think we ask too much of children too young, and this creates many of the behaviour issues we now see in schools. In the early years this can particularly be an issue for the younger children as developmentally they just aren’t where their older peers are (having 1/5 less life experience) and so it all feels harder for them.

But that doesn’t answer your question. In reality, most people are happy with the school their child ends up at. Most children have positive experiences of primary school. Most teachers’ children, even summer born, are very school ready and up to the demands of a more academic curriculum. There’s a lot to be said for going the local school. The challenge for you will be not letting on to your dc that there are bits you don’t agree with.

Edited
Show quote history

Yes I thought that wrt the hopscotch and the repeated reference to "planned play". Also, the recommendation for quality conversations between children and adults, as far as I've experienced these usually happen when I've joined in with the child's play and talked about their interests, how is that meant to happen if I'm teaching all the time!?

I think ultimately the nearer school is the way to go, I think the pros outweigh the cons. It's just so hard to try and predict what will be the best choice for when she's 9/10/11 when she's only just 3 now

OP posts:
Malbecfan · 29/10/2024 17:15

I think you are allowing your EYFS experience to cloud your judgment here. Both my DDs went to a small village primary school with mixed age classes. DD1 was a late July birthday and put in a class with R, Y1 and Y2 children. From day one, she loathed learning through play as that's what she did at nursery; in her eyes, "big school" was where you sat at tables and did work "like at mummy's school". Her fantastic teacher realised very quickly that she was a bright little button and within the 1st term DD was working with the Y1s despite being so much younger. She loved it and they were always kind to her, which is important.

I agree with you about the testing of times tables and all the grammar bollocks brought in by the moron Gove. However, I always told my DDs that they were testing the school not them individually. DD1 actually found it ridiculous that her Maths was level 5a at the end of year 6, but on day one of her secondary school, she was mid-level 7 (old NC levels back then as DD is now 25). Due to low numbers in the year or the fact that the extended SATs didn't exist then, DD wasn't able to access level 6 work in the tests, despite being able to cope. As for pen licences, they can be used as by poor teachers as a reward for people who write neat crap, whereas those with brilliant ideas, fantastic language but not great cursive writing are condemned to using a pencil. I used to allow DD2 to type all her h/w and then print it out. Now in my secondary school, all kids have laptops and most work is typed.

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