Has anyone any experience of a child already reading fluently upon entry to Reception?

[pooka]

I am sorry - this is really long!

DS1 is due to start Reception in September. Over the past 3 months he has pretty much taught himself to read. Having an older sister has helped, as has his interest in Flixter and looking up films and things on the internet!

He attends 5 sessions of pre-school a week. For older children the pre-school give a little book with letter sounds to learn, during the last term before big school.

His letter sounds this week were a, b and c. Letterland (though the school he'll go to does Jolly Phonics - though that's no big deal). He read the instructions to parents on how to mime the letter sound. Read the letter to me. Read the printed instructions on the zip-loc file.

I asked the pre-school today if there was any chance, given how keen he is, and how excited to be getting "homework", if he could maybe be given a book to read at home, or something a little more geared to his needs/abilities.

The pre-school leader told me that having talked to all local schools, she had been asked not to teach children to read or to provide resources that might be used in Reception. She said that Ofsted would criticise her and that one of the local schools had said that even if a child started at school being able to read, then they would still have to start from the beginning.

I'm really sad about this. I know that there's loads more to Reception than learning literacy and numeracy an d that, understandably, great emphasis is placed on the social and managing personal needs side of things. But I'm depressed at the possible prospect of ds1 spending the first year at school making no progress, and that the impetus and enthusiasm he currently has will be lost.

My mother has suggested I speak to the head at his prospective school (dd's current school) to find out whether there is a school policy on the issue. I was wondering whether anyone else had experience of an early (ish - he's one of the oldest ones in the intake) reader in Reception, and whether anyone had any advice. IIncidentally, my brother started school having read all Ladybird books and became very adept at flying beneath the radar and suggesting to the school that he couldn't read. I don't want this to happen with ds1.

[AntoinetteOuradi]

I would be sad too!

My DS is young in his year, so started Reception the Easter before his fifth b'day. He could read pretty much anything by then. His school was delighted, and chose reading that matched his ability. Others in the class didn't know all their letter sounds and, likewise, they were given reading to suit their particular stage (my DD, again young in her year, went in to Reception not knowing all her sounds, and that was fine too).

I would have been very, very sorry if the school hadn't been willing/able to go with the individual children. Of course there's more to Reception than reading and writing and sums, but if a child can already do these things (or any one of them) it seems utterly crazy for them to stagnate. If they can read at this age, it's almost certainly because the impetus has come from them, not because they've been pushed. If a child is that keen to learn, why on earth would anyone not want to give them the means to do so? I think all children have a particular moment when things just 'click', and that schools need to bear this in mind far more than they do.

Rant over (more or less).

I don't know if it's of any significance at all, as I have no experience of state schools - but my DCs are at prep schools. My experience of private schools is that they're more able to go with the child (unless they're horribly pushy hothouse places, in which case I'd avoid them like the plague. DS is, it turns out, astronomically clever - which is precisely why I want him at a nice, kind school not an academic hothouse). But as I say, other people may have had the same experience in the state sector.

[norksinmywaistband]

DD could read when she started reception.
I chose to say nothing to the school as I didn't want to single her out.

Within a term, the teacher had highlighted her literacy abilities and she now has slightly more complex things to do than some of the others ( not sure how many children this appiles to - may be most of the class for all I know)

She now selects her reading books from the year 2 classroom and is very fluent in her reading. Her comprehension is good too.

BUT and this is a big but, she loves sitting on the carpet and doing all the phonics sounds with the others. she would hate to be singled out from too much of the standard class stuff, that everyone else is doing.

In my opinion yes she has a head start in her reading but they all may even out in a year or two and I think the social aspect is more important really.

I think leave it to the teachers if he is keen as you say they will soon pick up on it.

[vanitypear]

I really wouldn't worry and certainly wouldn't hide it. He doesn't need to make no progress - he can read to you at home with own books/library books surely? If you aren't happy after a few weeks with what they are sending home, have a word with his teacher and point out, keep it low key I'd say.
Many, many years ago it was never a problem for me, I never hid anything and it became apparent pretty quickly. I remember in my infant school I was allowed to walk into the junior school and choose more challenging books from their library. My DD starts in September and like your little boy can read anything you put in front of her. Hadn't thought of it being a problem though.
Have you thought of asking on the G&T board? (Though you may get oh my DS was reading Proust at 5, yours just sounds like a normal happy little boy )

[emy72]

I have to report a sad story too so probably not what you want to hear!
My DD1 started school knowing hardly any letter sounds and barely writing her name. Within a few weeks she had learnt all her letter sounds and to read quite well. Unfortunately since then, so for the last 5 months or so, she has completely coasted. They have kept her on level 2 books, which are very easy for her now, and they haven't progressed her in much else, saying that she has pretty much covered what they'd expect for reception so "they are not worried about her". We are seriously considering moving her, as we don't like that ethos and find the whole thing a bit sad too. So I think you'll probably find a huge variation in attitudes....

[Smithagain]

My friend's daughter was reading fluently when she started Reception. I wasn't aware of her having any complaints about being bored etc. She pretty quickly brought home books appropriate to her level and wasn't asked to "re-learn" the Reception key words, because she was already so fluent.

My daughter also knew all her letter sounds, although she hadn't started blending them together. She seemed to quite enjoy practicing the Jolly Phonics actions with the rest of the class - and showing off what she knew! The only time it was an issue was when she told me off for skipping a night of practicing the sounds, because I knew that she didn't need to, but the teacher was laying it on thick that they needed to practice every night!

[Devexity]

DS had a reading age of 12 when he entered Reception, but the writing skills of, well, an uninterested 4 year old. Perfectly appropriate, but it confused everything for a while because he was made to start literally at the beginning of the mandatory phonics teaching programme so that his writing skills could 'catch up' with his reading skills. He = confused. Me = full of rage.

After a term he was able to scrawl appropriately enough for them to start letting him climb up the phonic groups ladder, but it was a horrible term while it lasted. He was miserable and baffled, and his teacher couldn't understand why the kid at home, who was making his own periodic table and dictating short stories, was not the kid attending her school. Home kid and school kid were the same person by the end of the year.

The reading, on the other hand, they were perfectly wonderful about. They recognised that he didn't need scheme books, and gave him comprehension targets instead. That's standard practice. I think your pre-school leader is giving you a rather strange message.

[siblingrivalryisrelative]

My DS was reading fluently starting Reception too. With regards to them saying he'll have to start 'at the beginning', of course he will. They'll need to work out for themselves what every child can or can't do, they wont just take someone else's word for it.

By the end of the first term DS was bringing home appropriate reading books and going up to year 2 for 'extra' lessons.

Hopefully the school your DS is going to will be as willing to help stretch him.

[pooka]

Thanks everyone for interesting replies. A variety of experiences good because can get an idea of what could happen, good and bad.

Part of me is OK with leaving it until September, apart from ... what if we're not happy then? I think that I may ahve an informal chat with the headmistress and take it from there.

There's no doubt that being old new starter has helped. DD was only just 4.5 when she started and while she knew many letter sounds, couldn't "read". DS is now nearly the age she was when she started. THe difference is that he has done it himself, with no pushing, whereas she learned (pretty quickly) having been taught.

Vanitypear - at proust-reading 5 year olds!

[pooka]

Devexity - that sounds horrible.

Strangely, ds1 is also shockingly uninterested in writing. He holds a pen like it is made of nettles and makes these feathery marks on the page. So certainly his current "thing" is reading.

[DuelingFanjo]

"I asked the pre-school today if there was any chance, given how keen he is, and how excited to be getting "homework", if he could maybe be given a book to read at home, or something a little more geared to his needs/abilities."

have you thought about joining the local library?

[tootootired]

This happened to my DS - school just assessed him on entry and started him at an appropriate stage on the reading scheme. Literacy is not only reading but writing and understanding and there are plenty of other areas where he's not at all advanced.

[WoodenFish]

Why don't you give him a book yourself???

You don't need the permission of a pre-school teacher!

I think the pre-school are entirely right not to try to teach him to read themselves - they are not, after all, qualified teachers, and the vast majority of the children they are caring for will benefit from a play based approach and this is what they should and do stick to.

I think a good school will assess his reading level when he starts and will treat him accordingly.

[Littlefish]

I agree with duelingfanjo - just join the local library. There is no need for the pre-school to be giving him books.

I've taught several children who joined Reception as fluent readers. My phonics lessons always contained different elements e.g. learning new sounds, blending, reading more complex words, using words in context in sentences etc. In other words, providing a challenge for every child.

I think that you should stop panicking. Speak to his new teacher when you get a chance so that she is aware of your ds's current reading level, and then leave him to settle in.

[DilysPrice]

My school were fine with my DD (very advanced reader, couldn't write for toffee, much like me at her age). They handled it just right. IMO it's all down to the quality of the Reception teacher, as you'd expect.

Just raid the local library for anything you think he can handle - keeping it well within his comfort zone, and applying no pressure.

[kitkatsforbreakfast]

pooka - your ds sounds rather like mine. He started reception being able to read fluently, but couldn't write to save his life.

Unfortunately his teacher told me that they did no reading at all until the October half term, and then only books with no words until Christmas, to get the children used to the whole reading concept - how to turn pages correctly, use pictures to determine meaning etc etc. They clearly felt that I had hot-housed him to be able to read at 4 but he would have no contextual meaning from his reading.

This was totally untrue, as I'm sure they realised, but they were not prepared/able to provide anything different for him, so he suffered books with no words until after Christmas. We went to the local library several times a week and he got loads of reading books out there.

Personally I would wait until September before talking to the teacher in reception. There may be an opportunity for you to fill in a form to pass on to the reception teacher to let them know of his interests etc. If there is, I would be as specific as possible about his reading level in this. They will then have written evidence from the earliest point that he is a reader.

Also, his profile from pre-school will be sent to his primary school so that should point out what he already knows.

I hope your ds will enjoy being on the carpet going through his letter sounds with the other children. Some children, as previous posters have said, enjoy being able to show their knowledge. My ds thought it was silly and a waste of time though.

To those who say it doesn't matter if they are doing work very easy for them, I have to disagree. My ds found school socially very challenging but had no support, and academically very easy. He couldn't work out why he went to school. It served no purpose for him at all.

Free reading, to whoever asked, is when a child can read larger amounts of text without support and without the structure of a reading scheme. Sometimes schools refer to it as being 'on chapter books'. They normally exit the scheme readers at this point and can choose more or less any book from within a range. Things like Horrid Henry are often first free reader texts.

[cory]

Ime it is quite common for children to start school already able to read. Just as it is common for other children not to be able to do so, even after a year. And every shade in between. An experienced teacher should be able to handle this.

And unless you are actively locking books away from him, if he is already a fluent reader and interested in reading, I don't see how he can fail to make progress.

[pooka]

We do belong to the library. And the house is chock full of books. So he is of course making 'progress' just by being around at home.

I suppose my concern was the suggestion I was given that a) the local schools were unhappy at children arriving being able to read and b) that some schools have a rigid approach to reception learning that would mean his ability in reading might be ignored. These things hadn't really occurred to me really. I had no intention of him being able to read before school started. We have done nothing in terms of deliberate teaching. I am very keen to avoid being labelled a pushy parent.

As it happens, I really admire the reception teachers at dd's school and I like the headmistress. So am hoping that I can have a chat before he starts. There's a meeting coming up where the governors and teaching staff mingle with parents and I may use that as a good opportunity to chat.

[ShoshanaBlue]

My child could read, but she started school in the Nursery at 3 and they were put on the school reading scheme (or mixtures of various schemes) if and when the teacher felt they were ready.

I had no idea that my child could read to be honest. I've always read to her and with her from being a baby - and having quite severe special needs (she had one-to-one at school at the time but I've always tried to make her childhood as normal as possible). One day in the nursery the teacher took them in the hall (either for PE or assembly) and my child just read all the work displays that were up there. They then tested her on the 45 Foundation Stage words and she could read 43 of them at the time. When she went into Reception, obviously her notes were just transferred from her old class.

They did Jolly Phonics in the Nursery too from the January onwards but they did it at a pace that was individual to the child.

They don't start 'from the beginning' in reception, they're meant to start where the child is at. There is a very wide range of abilities at Reception and the school should adapt to suit the needs of the child.

[kitkatsforbreakfast]

Schools should adapt to each child but they also tend to have hours of ghastly carpet time where everyone has to endure the same level teaching whether it be too easy, too difficult or totally appropriate. It is very hard being a reception teacher, but the idea that reception will meet the individual academic needs of every child is misguided.

[Clary]

At our school there are three reception classes, grouped by age. In the class of older children there are certainly some who could read when they started.

I was working in the class in January and 2 in partic could read ORT Magic Key etc books really well (32-page ones). The teacher had just gone with it in terms of their reading books. Obv they sat with the others and did the sounds and actions etc, but seeemed fine with this.

Also that would help them if not done before - building blocks to spelling etc!

Tho they can read, the two lads (both are boys) actually have a lot of other stuff to work on - as you say OP, social skills, also writing and colouring and concentration have come on leaps and bounds since starting school.

For a good teacher it should not be a problem. But I would suggest having a word with the school in advance.

[rabbitstew]

I don't think it is at all unusual to have a child who can already read on entry to Reception class. A good school will deal with this well and find an appropriate level for your child to start reading at, albeit it may take a while for them to establish what this level should be. I expect he will still be expected to do the phonic sounds with the other children at carpet time, but my ds1 never objected to this - in fact, it was one of his favourite parts of the day and useful for learning to spell, even if pointless in the context of learning to read. Ds1 was not remotely stretched academically in his reception year - they are differentiating the work an awful lot more in Year 1 - but no suggestion of boredom ever crossed his lips and he made progress in leaps and bounds with his social and emotional skills, which are vital for future academic success.

[gleegeekgleek]

Ds could read when he started although not as well as your ds sounds like he can.

I have had a mixed experience so far. Things were very slow to start with but in Nov ds was given the sort of books he could have rad before he started (ORT 2 irc).

Anyway he does now get appropriate books for home reading but I don't really see what goes on in class to differentiate sufficiently for him given he is still the only one at his level.

They recently set up the reading groups for the once a week guided reading by ability but even in the top group they are doing quite a different level to him.

When it comes to phonics work on the carpet I think he actually rather enjoyed learning the jolly phonics songs and never ever said he was bored. As one of the other posters has said it can be quite good for their confidence to be able to answer all their questions and I think this has been vital for ds as a quieter summer born child.

Sweetly one of the older girls said to him a while ago "but you're so clever J and know all the answers" in quite an admiring way. He looked rather pleased with himself

[NoahAndTheWhale]

DD is currently in a mixed nursery/reception class. She will be 5 in September. She started nursery in January and is now able to read. Her writing is probably at a similar level to reading attainment (ie not able to write as well as read but is able to write quite a lot of things phonetically). If we were staying here all would be fine but we are moving by September (possibly within 6 weeks although trying to push it back a bit).

I have slight concerns about how DD will react to all this - at the moment she loves school and learning and I want it to stay this way. I probably will say something to a teacher in the new school (although need to find one, and a house first ) but am not sure as I don't want to appear pushy. Am also concerned that DD is now used to going to school (albeit just mornings) and may see it a backwards thing to go to preschool again.

On the other hand it may be good to get to know children she will be at school with without having to do that at the start of reception.

Have waffled enough now I think.

Pooka we were both on the September 05 thread together - I had a different name then. Seems hard to believe our DC will be 5 in September

[Devexity]

@ kitkatsforbreakfast & pooka:

A gulf between reading and writing ability in early literacy acquisition - AKA the dreaded asynchronous development - is common in early readers, especially in boys. I'm referring to the physical act of writing, not the mental aspects: DS's 'spelling age' has kept pace with his reading age.

Having read this thread, I am much happier with his school that I was yesterday. Books without words until October? Regardless of assessed ability? Oof. And no, schools don't have to have every child 'start at the beginning'. DS's school, for example, structures its phonics scheme around ability, not age, so no whole class teaching of sounds at all, but twenty minutes a day with individual-child-appropriate work. Carpet work can indeed be ghastly.

Of course, because DS's goes to an infant school there's a limit to the attainment levels available, which is a whole other nightmare that I am choosing to ignore for now. At the moment, he's due to spend 20 minutes a day of Y2 as a peer teacher because he ran out of new phonics levels a while ago and the system has no viable alternative but to have them 'help' other children. Gah. Will have that fight in September.

[pooka]

yes yes - he can spell but just finds writing much more of a challenge. That is so interesting re: asynchronous development.

Hi Noahandthewhale (not sure who you were back then). Yes - amazing that they're coming up for 5. I also have ds2 now who was born on 1st September last year.