SazzJ Posted February 3, 2015 Share Posted February 3, 2015 How much progress would you expect a child to make in a term? Just having a disagreement with my co manager over a child. She put him at secure in July at 40-60 to numbers and I kept him there in December as don't feel I can confidently say he can do it all. She's arguing that no progress has been made and that 0.8 is not good enough for a term and that they should all be making a min of 1. This child is very gifted in numbers and is nearly 4. 1 Link to comment Share on other sites More sharing options...
sunnyday Posted February 3, 2015 Share Posted February 3, 2015 Interesting question - not sure there is a 'correct answer' sometimes they will make progress and sometimes they won't - a lot will depend on what your focus is in my humble...... Link to comment Share on other sites More sharing options...
SazzJ Posted February 3, 2015 Author Share Posted February 3, 2015 My co manager believes that they should make at least one band per term otherwise were failing them. She has saw massive jumps in her 2 year olds. On average 1.96 but my preschoolers have made 0.8 and she said it's not good enough! Link to comment Share on other sites More sharing options...
thumperrabbit Posted February 3, 2015 Share Posted February 3, 2015 but some bands are a lot more 'meaty' than others?! the older the age band the longer it will take to 'complete' (can't think of right word!!) 1 Link to comment Share on other sites More sharing options...
mundia Posted February 3, 2015 Share Posted February 3, 2015 Hi Sazzj, I am not clear on your points, 0.8 etc. What do these stand for? Certainly in the numbers strand I think its about depth, I have seen so many children ticked off for the 40-60 band without some really important skills, such as counting from a larger set (ie knowing when to stop!), counting a range of things including sounds.actions etc, recording their own maths, and using mathematical ideas in their play (problem solving bit). And even if they are very confident within that band, there is still a bit leap to the ELG for number. This is where the need for internal moderation is required. A thorough discussion about what you what to see within each age band would enable judgments to be sounds across the nursery. Its also worth reminding her that children go at their own rate, they dont fit into a neat little box of an 'amount' of progress. Some will remain stable in one area of learning but then make huge strides in another, especially if you have been targettting that. 4 Link to comment Share on other sites More sharing options...
Froglet Posted February 3, 2015 Share Posted February 3, 2015 Its also worth reminding her that children go at their own rate, they dont fit into a neat little box of an 'amount' of progress. Some will remain stable in one area of learning but then make huge strides in another, especially if you have been targettting that. So true, I've just got home from parents evening and found myself saying to several people that their child has suddenly 'got' reading. There are at least 2 that I was really concerned about at the end of last term - couldn't seem to get grapheme recognition at all and certainly not blending. This term (just a few weeks later) they are two of my most secure readers and I can the possibility of one of them getting 'exceeding' in the summer. Link to comment Share on other sites More sharing options...
SazzJ Posted February 3, 2015 Author Share Posted February 3, 2015 TBH I have no idea how she got the 0.8 judgement. Her group made 1.96. This is my argument exactly. Think we need to chat this out as a team. Think it's because I refused to move him from secure to ELG last term so according to her adequate progress is not being made Link to comment Share on other sites More sharing options...
finleysmaid Posted February 4, 2015 Share Posted February 4, 2015 gosh this child must be really gifted if she feels he has reached all of the maths goals at the age of 3......is he really at that level? That would mean you would need to teach him NC1 before he even reaches reception...are you set up to do that? Link to comment Share on other sites More sharing options...
SazzJ Posted February 4, 2015 Author Share Posted February 4, 2015 This is my argument. He's happy practicing and consolidaring what he knows. Which I think is important and applying it to his everyday use. He is gifted in that he can count beyond 500. Knows less than and more than. can do basic addition and subtraction etc x Link to comment Share on other sites More sharing options...
Recommended Posts