Best way to prep for grammar school entry in Year 3

pollypenny

This reminds me of a parent who complained about me to the head. Her son, Set 3 and doing well was aiming for two C grades. To her statement that she believed in grammar schools, the head responded that it was a shame as X wouldn't be in one.  

silvercar

Some children are best suited to a grammar school, though I would think making that decision is something that can wait until they are aged 9 at least. 

maman

silvercar said:

Some children are best suited to a grammar school....

Not sure what to make of that comment. Like a previous poster, I wish they could be abolished. Putting all the most academically able pupils in one school skews the normal distribution of ability in the surrounding schools so they get stretched with more than their fair share of children needing extra support. You only have to look at the '100 Best' league tables and almost all the schools are selective and any others that creep in tend to be in expensive post codes. It's no judge of the quality of teaching if all the pupils are bright with supportive parents, well fed and none of the other issues that go with deprivation.

It'll be interesting to see how the government deals with schooling post Covid. If all children could stay in the current classes of 15 maximum, then they'd soon catch up on the missed months just as the independent schools will that are closed until September. Sadly, I expect the government to find away to abandon social distancing in schools ASAP and return to the 30+ class sizes....except for the likes of Eton of course. ☹️

To answer OP, it does sound like you're talking about an independent, fee paying school even though it might have 'grammar' in the name. I would just support your child as best you can by talking to him, reading with him, spending time with him and helping in any way his class teacher suggests. If you still want him to go to a prep school in Y3 then perhaps a local tutor for a few months who knows the expectations of the entrance exams although I suspect, as others have said, if you can pay the fees he'll get a place. 

Fireflyaway

I know this isn't a post about whether grammar schools should be scrapped but I do feel so strongly about this subject. Whilst working In school admissions I once had a lady on maternity leave telephone. Her son was only 6 months old and she wanted tips on how to improve her chances of getting into a grammar school! I've had parents beg and cry. One lady offered to make a sizeable 'donation ' to a school in return for a place. I've seen kids put through the 11+ and then the 12+ and 13+  exam because parents are so determined their kids must get into a grammar school, they just won't accept they didn't achieve the entry mark so they keep re sitting each year. Kids have a natural instinct to want to please their parents. I can't imagine the stress some of the children just be feeling inside. As a previous poster said, this system creates a divide. In my home town we have grammar schools where kids come out with good grades. Most of the kids don't live in our town though. Then we have upper schools where those who don't pass (like me) are sent. Unfortunately in my area they are all pretty bad. Discipline is poor and the academic achievement is low. It's as though if you don't pass we will assume you are not that bright or capable. I will always remember speaking to a lovely elderly man. He explained that because his village was next to a sought after grammar school, the houses when on the market were being sold at very high prices to people from outside the area who wanted to access the school. His kids couldn't afford to buy in the village. This meant his grandchildren where then not in catchment for the grammar school so even if they did quality there was much less chance of them securing a place! I also remember meeting a Russian lady. She was surprised at the division. Even the fact that one school might have different ability sets. In her home country she explained that everyone is taught the same and expected to achieve the required standard. I think grammar schools should be abolished because certainly my experience it creates a string of excellent schools and a string of really bad schools. This may not be the case everywhere but where I live that's how it seems. I know essentially each parent wants the best for their child but this system definitely favours those with more time and money to use in securing a place (whether by tutoring, living in a certain area, buying books, online learning etc). 

theoretica

maman said:

 Putting all the most academically able pupils in one school skews the normal distribution of ability in the surrounding schools so they get stretched with more than their fair share of children needing extra support.

Don't discount the extra support that academic pupils need if they aren't to be done a disservice too.  It is far easier to deal with a class which all have similar teaching needs rather than have some students who think everything is going really sloooowly and basic and others who think it is going fast and complicated.  Having experienced both as a student at many levels, I prefer being in a class with less student variety because more of the teaching is relevant to me.

A large enough school can have the resources available for all kinds of learning needs (though the students who would thrive best in a small school would be a challenge) but a smaller school will have less scope for this variety. To me, the problem is not in having different schooling for different people, it is in the priority of academic grades over other skills and abilities.

maman

It seems you experienced some poor teaching theoretica. Good teachers have techniques for teaching different abilities within the same class (as they do in Primary schools) so shouldn't be teaching to a middle range. I agree that all children should have the support they need. 

mark1234567890

Madmel said:

I can't believe this.  Your child is in Reception and you are already stressing about grammar schools?  Poor child!

I teach in a state grammar school that both my DCs attended so I do know something about it.  I can spot a tutored child easily.  They are often inflexible in their thinking and reasoning because they have been drilled in how to answer particular types of questions.  It doesn't do them any favours, and as a previous poster has said, they quickly develop feelings of inadequacy because once they have passed the exam, the tutoring stops.  My DCs were not tutored.  We worked through some off-the-shelf books from WH Smiths before the exams to get them used to the types of questions, probably for about 9 months once a week until the exam.

If you really want to help your DC, read with them every day.  When they read to you, ask them questions about the text.  Are they simply reading the letters in a formulaic manner or do they understand what they are reading?  What do they think might happen next?  Ask them about something that was described 2 pages ago.  Can they remember the details?  Do age-appropriate number work with them.  It's a long time ago now but when my DC were young we used to play number games, first using number bonds up to 5, then 10, then using times tables.  I'm not saying it was down to this, but both have top grade A levels in Maths & Further Maths so it can't have done them any harm.  Take your DC out to places.  Look at the plants.  If you & they don't know the name of it, look it up.  How many petals does the flower have?  What colour is it?  How tall is it?  Basically spark their curiosity about the world around them and foster a love of learning.  There is plenty of time for cramming later.

Some solid advice here not just for grammar school prep but for education in general. Thank you so much.

Davesnave

Madmel said:

I can't believe this.  Your child is in Reception and you are already stressing about grammar schools?  Poor child!

I teach in a state grammar school that both my DCs attended so I do know something about it.  I can spot a tutored child easily.  They are often inflexible in their thinking and reasoning because they have been drilled in how to answer particular types of questions.  It doesn't do them any favours, and as a previous poster has said, they quickly develop feelings of inadequacy because once they have passed the exam, the tutoring stops.  My DCs were not tutored.  We worked through some off-the-shelf books from WH Smiths before the exams to get them used to the types of questions, probably for about 9 months once a week until the exam.

If you really want to help your DC, read with them every day.  When they read to you, ask them questions about the text.  Are they simply reading the letters in a formulaic manner or do they understand what they are reading?  What do they think might happen next?  Ask them about something that was described 2 pages ago.  Can they remember the details?  Do age-appropriate number work with them.  It's a long time ago now but when my DC were young we used to play number games, first using number bonds up to 5, then 10, then using times tables.  I'm not saying it was down to this, but both have top grade A levels in Maths & Further Maths so it can't have done them any harm.  Take your DC out to places.  Look at the plants.  If you & they don't know the name of it, look it up.  How many petals does the flower have?  What colour is it?  How tall is it?  Basically spark their curiosity about the world around them and foster a love of learning.  There is plenty of time for cramming later.

I wish I could thank this 100 times. As a former teacher with 35 years of it on the clock, I agree with all you say and suggest.

thorsoak

At Reception level, it is hard to see what path your much-loved child will want to take - s/he may be gifted in scientific, mathematical or art.   Let him/her develop gently in their own way, following the advice of Madmel (obviously a great teacher with insight).   Make learning a fascinating exploration of the world, rather than a slog at this stage - slog comes later.    Give them a hunger for asking "why" and "how".

welshbabe88

We did 11+ back in the 60s and I never noticed any special tutoring or pressure in school - we just did the test like a normal day - half got through, 4 and half didn't.
Not heard of this early entry.  Best thing for your child is, as mentioned, read with them, play with then, counting games, shop, learning alphabet etc - but in a fun way - not hot-housing.