Curmudgeon

Well as long as the portions are bigger than the tapas that is ToastED it might be worth a visit - but that is ridiculous pricing IMO

Sorry still think its quite dull "Chocolate box" was an appropriate phrase

You simply must read The Reason I Jump http://.amazon.co.uk/dp/1444776754/?tag=googhydr-21&hvadid=24544166094&hvpos=1t1&hvexid=&hvnetw=g&hvrand=5914443751077290776&hvpone=&hvptwo=&hvqmt=b&hvdev=t&ref=pd_sl_5lf1wkjrf8_b

I like the street art but I find this piece fatuous and quite boring Shame

My children have kindles - best presents I ever bought them

teacher assessment at KS1 determines low (below 2), mid (2), high (above 2) attainment. With the development profile of 7 year olds being fits and starts and different paces, I would worry about the validity of that. Even anecdotally my eldest child, who is an academic high flyer at secondary, did not seem anything but middling until well into year 5 - and only really blossomed in year 7. At secondary its based on KS 2 SATS for DFE but many secondaries use their own / CAT assessments because the SATS do not provide an adequate baseline grade - progress measures though are still Key Stage 2 to 4 on the DFE It's a rum old world and no mistake - ho hum

I know I raised it myself but I have to stress that I did not mean in any way to imply that SEN and low attainer are synonymous I think any analysis on these terms with percentage figures for less than 10 students is suspect and at best misleading but what are we to do when we have primary sized year groups. Government wanted league tables to satisfy the bean counters and league tables we get.

Please when considering the data consider the absolute numbers they are representing. For example the low attainers = 4 or 5 students who could be low attainment for a number of reasons including learning disability which may make the targeted progress within the timescale all but impossible - or not (I have no knowledge of this cohort or data) However there are so many issues with the league tables and analysing data which is standardised when we are actually talking about individuals and cohort to cohort can change dramatically Also CVA is an oft disputed measure I'm just advising caution when interpreting the data

The new Wilshaw OFSTED is seeing many more schools drop a level as there are different parameters and it is more difficult to achieve good or outstanding I think there is room for improvement but I am happy for my child to stay there Far prefer a school that is working hard to improve than one resting on its laurels

It takes my friend half hour to do the sydenham journey at pick up but it's doable

Are the meds bringing her temperature down after 20 - 40 mins or not? If the they aren't then A & E is worth a visit

The issues with reward systems as I see it is parents who reward inappropriate things like results. If you reward effort or trying hard you end up with a child who is reassured that the effort they out in counts Rewarding natural talent is easier though but not quite as useful

Use a small glass jar and use pasta shapes 1 in for desired behaviour, 1 out for inappropriate behaviour - count at the end of the week and if enough then small reward which could be a trip or a toy or a huge hug or great praise, whatever works for you

Was it the bad service police?

LOL and that's why they call it selective

I really don't think you need to do more than you're doing to be honest, not if you don't want to

That's because it is a long way. And in my view, far too far for a key stage 3 or 4 child to travel, but you will hear from those who are keen on that route that they make friends on the train etc I prefer my children home early and able to play with their local / school friends whilst benefitting from local excellent state education

There are many who believe, me included, that homework in primary is for the parents' benefit not the children's Make an appointment with the teacher

Speak for her teacher, I wouldn't set much store by a 6 year olds feedback on what they've learnt Is great that a child doesn't realise the learning she's doing

Education is about opening possibilities? And you think schools are not completely aware and work bloody hard to do this? You don't think they monitor on gender and use the information to inform teaching and learning and practice. There are many measures in place to monitor and address factors which might change accessibility in education from deprivation, ethnicity, EAL, mobility, SEN to name but a few and gender is way up there. You won't get these issues in private or selective schools to as great an extent as there is a far more homogenous student body by their very nature but the state sector works extremely hard to open up possibilities In my experience.

I think it's a ridiculous idea

To be fair the system has changed since many of us were at school and the expectation is that students look round other 6th forms and colleges and apply for A levels / courses wherever they wish so you would be looking st a secondary until year 11 and not through to year 13 initially (not that they can't stay on. Just that its not a given)

Surely that's where the STEM of Sydenham Girls would come in to the equation?

Well this thread is about grammar school application anyway so I hope the original poster got their information, although its really not a choice I would make for mine

You may find the school won't let you, so you would need to find out from the head whether its possible Reception is very play driven