The Nice People Thread, No.16: A Universe of Niceness.

GDB2222

In my day, some students were simply classified as Late Developers. It was a lot less scientific, but also less scary, than all the labelling that goes on nowadays.

Pyxis

Talking of late developers made me think of the 13+ exam.

In all the discussions about the 11+ being divisive and unfair, etc. I've never once heard the 13+ mentioned, even though it did give a second chance to people who missed out the first time round.

I know someone who failed the 11+, went to a secondary modern, then took the 13+, passed it, went to a Grammar school and then on to university to do a physics degree.

SingleSue

GDB2222 wrote: »

In my day, some students were simply classified as Late Developers. It was a lot less scientific, but also less scary, than all the labelling that goes on nowadays.

Unfortunately having a label appears to be a prerequisite to get help here or at least it was when the boys were small (hoping against hope it has changed now)

When Joe was pre school age, one of his specialists refused to give him a formal label of autism because he didn't agree with all the labelling,instead giving him one of autistic like behaviour. This non formal label meant he couldn't access the specialised speech and language therapy for those with autism, couldn't access the early intervention programmes for those with autism, we couldn't access portage...the list goes on.

By the time he received his formal diagnosis at age 5, it was too late for those programmes and he became one of those who falls through the cracks. The lack of specialised speech and language therapy was the one which had the biggest impact as the 'normal' speech and language therapy refused to take him on as he needed to be in a specialised programme as he was completely locked away with zero verbal skills, it was outside of their remit and experience, so he was left with nothing. It was that which spurred me on to do something, to find a way, to do some research and to implement something myself, purely through desperation.

I did all of his speech and language therapy in the end after spending many pain staking hours learning the different techniques via the internet on a painfully slow dial up connection. After that, it just snowballed until I took over all of his therapies, the same sort of things he would have had access to had he been able to be a part of the early intervention programmes pre school and just ran with it, developing them further as he progressed.

So yes, labelling shouldn't be important....but in reality, it is.

silvercar

Pyxis wrote: »

Talking of late developers made me think of the 13+ exam.

In all the discussions about the 11+ being divisive and unfair, etc. I've never once heard the 13+ mentioned, even though it did give a second chance to people who missed out the first time round.

I know someone who failed the 11+, went to a secondary modern, then took the 13+, passed it, went to a Grammar school and then on to university to do a physics degree.

13+ doesn't really fit into the current education system of changing schools at 11. I know a few private schools round here that will take a few more pupils at 13, but even they have bowed to the pressure of the state system. If some of your market is going to be coming from or going to the state system then you have to take your main input at 11.

ivyleaf

We have grammar and sec mod schools in our borough (though the sec mods are described as "all-ability" schools), but no 13+.

DGS is dyslexic and struggles with English, so he didn't go to a grammar school, though his school recognises that he's trying as hard as he can so they've now put him in one of the higher sets for that so there's less disruption. He's a whizz at Maths and Science and is getting a bit bored in those lessons as the school struggles to attract good teachers. A comprehensive would have been better for him.

zagubov

Our area has grammars and comprehensives and they've all got good reputations.
They're awash with good teachers and jobs there are very desirable.
There's a lot of pressure leading up to the 11-plus, and legend has it there's masses of tuition going on to prepare for it.

Pyxis

A question for Pastures...

I have been watching the new series of A House Through Time. I was wondering what you were thinking of this series, given that you felt the previous one wasn't entirely honest.

vivatifosi

Loved loved loved The Earth From Above tonight. Exactly the sort of programme that the BBC should make and worthy of the licence fee.

vivatifosi

Pyxis wrote: »

A question for Pastures...

I have been watching the new series of A House Through Time. I was wondering what you were thinking of this series, given that you felt the previous one wasn't entirely honest.

We have the facilities in my library to look up the history of a house. Quite straightforward with the right resources. Kelly's Directories are a great source, but so are old electoral rolls, censuses and old BT Directories and newspaper archives.

Doozergirl

zagubov wrote: »

Our area has grammars and comprehensives and they've all got good reputations.
They're awash with good teachers and jobs there are very desirable.
There's a lot of pressure leading up to the 11-plus, and legend has it there's masses of tuition going on to prepare for it.

DD goes to grammar school. We did get her a tutor for a time for some general maths and english support, rather than hot housing her for the test.

She was one of the very last girls to get in off the waiting list, so in theory she should be finding it harder going. Three years in and she is doing really well and taking it all in her stride (except English), but there are girls that still have tutors, and there are girls who feel they are struggling, but a grade of 'developing' in this school is different to others, so girls have an unrealistic view of what they should be achieving. It's fair to say that the school pile the pressure on to them - I feel like it's my job to take it off her and let her know that she's already performing well by GCSE standards. Many parents are the opposite of that.

There are even girls whose parents have dictated what GCSE options they take! It horrifies me that parents can dictate their children's life path.

DD's friends have a homework strategy which is to collaborate over social media and make it a team effort. They're set vast amounts of homework and I certainly don't see it as cheating because they are collaborating and explaining to each other, building understanding - which is what I think homework is supposed to do.

I'm possibly the most laid back grammar school parent ever, but having watched DS through private school, the tack they take is more about finding genuine motivation and less fear-based. We'd considered moving her to the local school, but it's in special measures for good reason and sorely lacking in teachers. The other is outstanding (not an actual measure of current situation given that Ofsted don't think it's important to inspect outstanding schools) and oversubscribed.

She'll definitely be moving for sixth form to somewhere less uptight.

Sorry for the waffle.