DD - Should I be worried?

(15 Posts)
zozzle Thu 22-Nov-12 13:20:15

Just had DD's Y1 parent's evening (state school) where I was told that she is "Just within age related expectations" for reading and maths (within for writing). She is basically on bottom table from what I gather (not that teacher exactly said it in that way). School is "outstanding" and demographic is generally MC. Teacher says she is not worried about her and that I should continue doing all the things DH and I are doing at home with her - word magnets on fridge, reading etc.

Teacher is ok, but heard other parents say some kids don't progress well in her class.

She is a July birthday so one of the youngest in the class. She can read sentences as long as the words are 3 or 4 letters long and will get adding up (within ten) right half the time when I ask her - 6+3, 2+4, 7+3 etc.

Her brother is in Y4 and on top table, and I know I shouldn't compare as all kids are different! She is v. sociable, has lots of friends and enjoys learning at home so not worried on that score.

Should I be insisting on some special intervention at school (not aware that she's getting any)? If you were in my shoes would you get her a home tutor or should I just accept that she's young in the year and will catch up eventually? I just feel worried that she'll get left behind in a school that is fairly academically focused.

Any thoughts?

redskyatnight Thu 22-Nov-12 13:25:35

"within age related" expectations means she is doing as expected for her age, surely? I suspect your school view is skewed because your school has a fairly academic profile. In DD's Y1 class at this stage of the year the bottom table were learning to count, form letters and very basic phonics.

Unless you have specific concerns (and it sounds like you don't) I don't think you need to worry smile

zozzle Thu 22-Nov-12 13:28:41

Yep happy with "within age related expectations" not really happy with "just within age related expectations".

Thanks red - yep take your point about academic profile.

zozzle Thu 22-Nov-12 14:16:13

I guess what I'm really asking is statistically is she unlikely to catch up without special intervention at school? Is this likely to set a pattern of her being in the lower sets throughout school?

redskyatnight Thu 22-Nov-12 14:28:59

Y1 is still very early. It's also a year where you'll find a huge range of abilities. Thinking back to DS's year (he's now in Y4) I'd certainly say that the high flyers in Y1 are not necessarily the high flyers now - and equally some of the children that made slow starts in Y1 are now doing really well.

You'll also find plenty of stories on MN from people whose DC didn't do particularly well in primary school and then blossomed when they went to secondary.

It is way, way too early to be worrying (honest).

zozzle Thu 22-Nov-12 14:36:14

Thank you red. I think its the whole culture of the school too. I think most of her friends are Autumn term born so there will be big differences between them as well.

Houseworkprocrastinator Thu 22-Nov-12 14:57:57

i agree with redsky, your daughters class sounds very academic if she is bottom table, my daughters class bottom table are much less able than what you describe.

yellowsubmarine53 Thu 22-Nov-12 16:18:47

Agree, and age makes a huge difference.

Your child is in a class with children who are 10/11 months older - that's about one fifth of their life at that age.

zozzle Thu 22-Nov-12 18:59:08

I now feel the need to do more work at home with her in the evenings (30 minutes before bedtime) - writing out words etc and maths. Feel that the school should be doing more for her really.

Have asked today whether she can have some extra help at school and they say she doesn't really need it. Still feel a bit unhappy about the situation and am not a teacher so am just going on gut feeling.

PeanutButterOnly Thu 22-Nov-12 19:56:38

Hi zozzle my DD got needing support and she's an Autumn born in Yr1. I'm worried too. It sounds to me like your DD is doing fine if she's a July born.

yellowsubmarine53 Thu 22-Nov-12 19:59:36

This sort of thing is a worry, isn't it? If you would feel better doing more work with her, then get her teacher to say exactly what her next steps/targets are. Then you'll be able to use your 'work' time effectively.

PeanutButterOnly Thu 22-Nov-12 20:04:16

Part of the shock for us parents is the move into yr1 from foundation I think. One minute they are spending a large portion of time learning through play and the next their progress is being graded according to quite stark categories confused

PeanutButterOnly Thu 22-Nov-12 20:06:08

Part of me wants not to worry too much about reading levels and reading books and instead just really enjoy reading to and with my DD. The more anxious part of me wants to instigate structured home learning sessions so that my DD can catch up. It's hard to know what's best isn't it.

pantaloons Thu 22-Nov-12 20:11:58

DD2 is the youngest of my 3 and an August baby. She was within range for maths and reading, but not even on a level for writing. Her teacher says she just isn't there yet.

I'm the same as you in that my older 2 are both academic and ds especially finds learning quite easy. It is hard not to compare ages and stages, but DD2 is hugely happy, chatty and outgoing, just not very academic yet (and may never be). I tend to think she's 5, she's happy, her teacher says she's well behaved and interested and that's enough for now.

We do read and have spellings to learn at home and tbh by the time she's done these she's had enough and her concentration is shot, especially after a busy day at school. I wouldn't worry too much, but you obviously know your child best and if you think your extra help would benefit her then it can only be a good thing can't it?

MrsPnut Thu 22-Nov-12 20:12:06

I wouldn't get her doing formal work as such but build it in to every moment you can.

We do a lot of word association games when we are in the car or walking. Words that have the ur sound, how many can we spot, can we think of any rhyming ones, can we think of any adjectives with that sound.

We do numbers that add up to 10, 20, 50 etc as quick fire but she asks me and then I ask her. We also stress the opposite calculation and how 5+5 and 10-5 gives the same answer.

We also do lots of reading and making up funny things. Manky monkey, wonky donkey, fat cat etc make it fun and she won't even realise that she's learning.

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