Matthew's first test in Set 2, 83% top 5. The set 2 booklet was given to him on the Fri and test was on Mon. The few missing topics were hurriedly learnt.
Extremely pleased with him as the test was actually a disaster, a substitute teacher came in to adminster it, as class teacher was away. The test was noisy, some children had their books out on their laps, the teacher was giving out answers. To add to this there was homework section stuck on the back, which the substitute told them to do. Matthew lost sleep over this as he thought he would have a low mark as he hadn't had time to finish (not surprising as he was struggling with the homework section) and he always likes to check his work as he usually misses out questions (which he did- he left 3 questions that were easy) and of course children were cheating. Add to this Dyslexic children need quiet to gather their thoughts, and noise just makes things stressful.
Friday, 4 March 2011
Wednesday, 2 March 2011
"Something to help me with my grades"?
Matthew reports he was taken out of class for 10 mins to sign something with a table on it (IEP?), and was going on a programme to help him improve his grades.
Something is happening but what it is is anyone's guess. Where's the comunication?
Something is happening but what it is is anyone's guess. Where's the comunication?
Thursday, 17 February 2011
Letter Sent to Senco
RE: MATTHEW JOHNSON
Thank you for sending out the form for reassessment of Matthew with the Educational Psychologist. We are returning it promptly in order that the process can be undertaken as quickly as possible.
Following our conversation on the 14/2/11, we must admit we are greatly disappointed and frustrated that the school has only now recognised Matthew’s diagnosis of Specific Learning Difficulties (SpLD). We did have a meeting with the then temporary SENCO Miss XXXXXX in Nov 2009 when we discussed these facts and we were asked to forward the Nov 2006 Educational Psychologist report to the school, which we did early in Dec 2009 to ensure that the information was in your hands. I’m sure you’ll find this in the minutes of the meeting.
However, we feel we should move forward from this in a positive manner.
We have a number of questions:-
• Are all his current Set 4 subject teachers and new teachers in Set 2 now being informed of his diagnosis of Specific Learning Difficulties via a new Pen Portrait?
• Will Matthew be issued with a new IEP? Will Matthew be consulted on what he thinks will help him to achieve his best work?
• The IEP given to us in Nov ’09 doesn’t appear to have been reviewed in June ’10 with outcomes/target achievements, with particular reference to spelling. If it has been done shouldn’t we have a copy?
• Will the school be able to check his spelling age quickly as we are concerned that waiting for the Ed. Psych. to attend will hold up any help in this area?
• Where is this school year’s IEP?
Our feelings are that it is important to update his assessment, but emphasis on accommodations available to him within the classroom setting are more important. He has proved that with such things as booklets e.g. sciences and languages, where there is less emphasis on writing tasks he can cope well independently. We find that he still brings unfinished parts home but is enthusiastic to complete them on the same night and this actually helps with his learning. Further concerns are that although he has an excellent vocabulary and can speak confidently, his work suffers as he tries to shorten things down due to writing problems and also omits his first choice word because he can’t spell it.
Please can you keep us informed of any accommodations you’re putting in place for Matthew in light of the new information that has come to your attention with reference to his earlier diagnosis of SpLD?
Yours sincerely,
Enclosures:
• Annex – Points of Concern (and Letter to Miss XXXXXXX dated Dec 09)
• IEP – September 2009 to June 2010
Annex
I am unsure whose attention this should have, so please could you pass it on to the correct person.
Points of Concern
I have grave concerns about the Set 4 class Matthew is in. My concerns are exacerbated by the fact that the school was unaware that Matthew has a diagnosis of Specific Learning Difficulties; even though I sent a copy of the Nov. 2006 Ed. Psych report directly to Miss xxxxxx in December 2009 with a covering letter. This was following the meeting in November 2009 where we discussed the probable misdiagnosis of ADD and Matthew’s earlier diagnoses.
Dyslexia and dyspraxia does not disappear over time but can be remediated with the correct input, so the diagnosis of Dyslexia still stands with the other updated reports which should be in his file.
I feel Matthew is in Set 4 not due to a lack of ability but due to his Learning Disability, the only Year 7 exam mark that let him down was English at 30%. His English teacher even concluded in her report that “the exam result was disappointing and does not reflect his ability in the subject”.
In the Set 4 class there are several children who seem to lack any enthusiasm to learn (and I fully understand that this is probably not their fault), but it does not help the class work moving along.
Examples: -
• October half term Mr XXXXX (a learning support teacher? - who teaches 1 geography class every other week) asked the class to learn for an EU test in Geography for the following week. Only 2 pupils revised so the test was postponed another 2 weeks, then a pre test was given (with maps), then in another 2 weeks the actual test was given. Matthew learned the information for the first weeks test and was left hanging around for most of the class to catch up, and was totally bored and fed up by the time the test came around. He still received 100% for this test.
• The Spanish class is disrupted every week by the same group of boys. Matthew and other children are exposed to bad language and poor behaviour in every class, every week. Matthew enjoys Spanish and has a good relationship with Miss XXXXX, but can he give his best work and can the teacher do her best teaching with this continual disruption?
We only wish to fully understand the reasoning behind placing an enthusiastic learner who has an understanding of these humanity subjects and has a real thirst for learning in the lower set when his only “crime” is having poor basic skills, through no fault of his own. Obviously we do not expect Matthew to ever be in Set 1 and probably not 2 for Humanities (or are we selling him short?), but we do have expectations that he would give his best work in Set 3 and this is his aim. I feel with the help of appropriate accommodations and teacher knowledge of his difficulties he could manage this. Surely our education system today has the knowledge and capabilities to circumvent these problems? Please could you outline exactly what Matthew has to prove before he can expect a review of this setting?
Yours faithfully
Enclosed: - Covering Letter that was sent to Miss XXXXXX dated Dec 2009
Miss XXXXXXX
X xxxxx Comprehensive School
XXXXXX Road
XXXXXXXX
XXXXXXX
XXXX XXXXX XXX
XXXX XXX
2nd December 2009
Dear Miss XXXXXXX,
RE: MATTHEW XXXXXXX YR7
Many thanks to you and your colleagues for the “Brief Progress Summary” report dated Nov 09, which was sent home with Matthew last week. We are extremely pleased with his progress since beginning at X XXXX, and he is thoroughly enjoying all his lessons at present.
We attended an appointment with the Paediatrician on Tuesday 1 December 2009. The doctor seems to think that in some cases, ADD subsides with age and there would be “no point in re-assessing Matthew” as the Connors Test was representative of his condition at that time, and there is no harm in letting it stand. His condition appears to have totally altered since this assessment, but if you think it is beneficial to get the diagnosis removed we have another appointment in a years time when we can revisit it with the Doctor again.
In our opinion, Matthew's lack of attention was due to Sensory Processing Disorder (which was diagnosed by the Occupational Therapist), causing Matthew auditory and fine motor problems at a crucial window of learning, i.e. up until 8 yrs old. These symptoms caused a lack of language acquisition in English and Welsh, which was more apparent in his second language in which he was taught. It appears that there will always be underlying problems due to the way Matthew's development has compensated for these difficulties, which gave rise to his Specific Learning Differences, and also the unique way that he interprets information.
We have included the Educational Psychology report dated 15 November 2006 in which Matthew was given a diagnosis of Specific Learning Difficulties. Mr Richard Edwards also hoped to refer Matthew to the Dyslexia panel for extra support but he did not meet the criteria at this point. When retested in February 2007 Matthew did meet the criteria for the panel but was denied this support due to his scores not falling below the cut off line for numbers to receive support within RCT. Consequently we undertook the Stairway to Spelling technique to teach Matthew to spell at least the first 300 most used words which was and still is a highly effective way for Matthew to learn his spellings.
Matthew’s biggest problem seems to be written work and the speed at which he writes. The Educational Psychologist answer to this was to suggest typing on a computer, which he has been working on, but he still has not got the speed up above 13 words per minute. I wonder what the schools opinion would be of him working on a computer in lessons and at home, maybe sometime in the future?
Once again, thank you for your detailed appraisal of Matthew's progress, and we look forward to reviewing his progress in the future with the school.
Yours sincerely,
Thank you for sending out the form for reassessment of Matthew with the Educational Psychologist. We are returning it promptly in order that the process can be undertaken as quickly as possible.
Following our conversation on the 14/2/11, we must admit we are greatly disappointed and frustrated that the school has only now recognised Matthew’s diagnosis of Specific Learning Difficulties (SpLD). We did have a meeting with the then temporary SENCO Miss XXXXXX in Nov 2009 when we discussed these facts and we were asked to forward the Nov 2006 Educational Psychologist report to the school, which we did early in Dec 2009 to ensure that the information was in your hands. I’m sure you’ll find this in the minutes of the meeting.
However, we feel we should move forward from this in a positive manner.
We have a number of questions:-
• Are all his current Set 4 subject teachers and new teachers in Set 2 now being informed of his diagnosis of Specific Learning Difficulties via a new Pen Portrait?
• Will Matthew be issued with a new IEP? Will Matthew be consulted on what he thinks will help him to achieve his best work?
• The IEP given to us in Nov ’09 doesn’t appear to have been reviewed in June ’10 with outcomes/target achievements, with particular reference to spelling. If it has been done shouldn’t we have a copy?
• Will the school be able to check his spelling age quickly as we are concerned that waiting for the Ed. Psych. to attend will hold up any help in this area?
• Where is this school year’s IEP?
Our feelings are that it is important to update his assessment, but emphasis on accommodations available to him within the classroom setting are more important. He has proved that with such things as booklets e.g. sciences and languages, where there is less emphasis on writing tasks he can cope well independently. We find that he still brings unfinished parts home but is enthusiastic to complete them on the same night and this actually helps with his learning. Further concerns are that although he has an excellent vocabulary and can speak confidently, his work suffers as he tries to shorten things down due to writing problems and also omits his first choice word because he can’t spell it.
Please can you keep us informed of any accommodations you’re putting in place for Matthew in light of the new information that has come to your attention with reference to his earlier diagnosis of SpLD?
Yours sincerely,
Enclosures:
• Annex – Points of Concern (and Letter to Miss XXXXXXX dated Dec 09)
• IEP – September 2009 to June 2010
Annex
I am unsure whose attention this should have, so please could you pass it on to the correct person.
Points of Concern
I have grave concerns about the Set 4 class Matthew is in. My concerns are exacerbated by the fact that the school was unaware that Matthew has a diagnosis of Specific Learning Difficulties; even though I sent a copy of the Nov. 2006 Ed. Psych report directly to Miss xxxxxx in December 2009 with a covering letter. This was following the meeting in November 2009 where we discussed the probable misdiagnosis of ADD and Matthew’s earlier diagnoses.
Dyslexia and dyspraxia does not disappear over time but can be remediated with the correct input, so the diagnosis of Dyslexia still stands with the other updated reports which should be in his file.
I feel Matthew is in Set 4 not due to a lack of ability but due to his Learning Disability, the only Year 7 exam mark that let him down was English at 30%. His English teacher even concluded in her report that “the exam result was disappointing and does not reflect his ability in the subject”.
In the Set 4 class there are several children who seem to lack any enthusiasm to learn (and I fully understand that this is probably not their fault), but it does not help the class work moving along.
Examples: -
• October half term Mr XXXXX (a learning support teacher? - who teaches 1 geography class every other week) asked the class to learn for an EU test in Geography for the following week. Only 2 pupils revised so the test was postponed another 2 weeks, then a pre test was given (with maps), then in another 2 weeks the actual test was given. Matthew learned the information for the first weeks test and was left hanging around for most of the class to catch up, and was totally bored and fed up by the time the test came around. He still received 100% for this test.
• The Spanish class is disrupted every week by the same group of boys. Matthew and other children are exposed to bad language and poor behaviour in every class, every week. Matthew enjoys Spanish and has a good relationship with Miss XXXXX, but can he give his best work and can the teacher do her best teaching with this continual disruption?
We only wish to fully understand the reasoning behind placing an enthusiastic learner who has an understanding of these humanity subjects and has a real thirst for learning in the lower set when his only “crime” is having poor basic skills, through no fault of his own. Obviously we do not expect Matthew to ever be in Set 1 and probably not 2 for Humanities (or are we selling him short?), but we do have expectations that he would give his best work in Set 3 and this is his aim. I feel with the help of appropriate accommodations and teacher knowledge of his difficulties he could manage this. Surely our education system today has the knowledge and capabilities to circumvent these problems? Please could you outline exactly what Matthew has to prove before he can expect a review of this setting?
Yours faithfully
Enclosed: - Covering Letter that was sent to Miss XXXXXX dated Dec 2009
Miss XXXXXXX
X xxxxx Comprehensive School
XXXXXX Road
XXXXXXXX
XXXXXXX
XXXX XXXXX XXX
XXXX XXX
2nd December 2009
Dear Miss XXXXXXX,
RE: MATTHEW XXXXXXX YR7
Many thanks to you and your colleagues for the “Brief Progress Summary” report dated Nov 09, which was sent home with Matthew last week. We are extremely pleased with his progress since beginning at X XXXX, and he is thoroughly enjoying all his lessons at present.
We attended an appointment with the Paediatrician on Tuesday 1 December 2009. The doctor seems to think that in some cases, ADD subsides with age and there would be “no point in re-assessing Matthew” as the Connors Test was representative of his condition at that time, and there is no harm in letting it stand. His condition appears to have totally altered since this assessment, but if you think it is beneficial to get the diagnosis removed we have another appointment in a years time when we can revisit it with the Doctor again.
In our opinion, Matthew's lack of attention was due to Sensory Processing Disorder (which was diagnosed by the Occupational Therapist), causing Matthew auditory and fine motor problems at a crucial window of learning, i.e. up until 8 yrs old. These symptoms caused a lack of language acquisition in English and Welsh, which was more apparent in his second language in which he was taught. It appears that there will always be underlying problems due to the way Matthew's development has compensated for these difficulties, which gave rise to his Specific Learning Differences, and also the unique way that he interprets information.
We have included the Educational Psychology report dated 15 November 2006 in which Matthew was given a diagnosis of Specific Learning Difficulties. Mr Richard Edwards also hoped to refer Matthew to the Dyslexia panel for extra support but he did not meet the criteria at this point. When retested in February 2007 Matthew did meet the criteria for the panel but was denied this support due to his scores not falling below the cut off line for numbers to receive support within RCT. Consequently we undertook the Stairway to Spelling technique to teach Matthew to spell at least the first 300 most used words which was and still is a highly effective way for Matthew to learn his spellings.
Matthew’s biggest problem seems to be written work and the speed at which he writes. The Educational Psychologist answer to this was to suggest typing on a computer, which he has been working on, but he still has not got the speed up above 13 words per minute. I wonder what the schools opinion would be of him working on a computer in lessons and at home, maybe sometime in the future?
Once again, thank you for your detailed appraisal of Matthew's progress, and we look forward to reviewing his progress in the future with the school.
Yours sincerely,
Monday, 14 February 2011
New Tutor
Decided to bite the bullet and get Matthew a new English tutor. First impressions are promising. She tested him on listening and speaking, and states that he is confident and listens well. She gave him a reading test, were she could tell he wasn't totally fluent but he told her on the whole he understands most of what he reads. His writing he needs to work on the skills and grammar. Spelling not so good, but she commented on how spelling is not concentrated on in primary and how much of a gap Secondary teachers are expected to fill. If he learns the spellings these days he can retain the spellings, something Dore tells clients to revisit after the programme, but sadly spelling is something that schools don't seem to concentrate on after a certain age. Something to work on!
Spoke to Senco
Managed to speak to Senco who started in September, basically to ask why Matthew hasn't had his spelling scores updated as promised by the temporary Senco last July, asked why Matthew had no accomodations to help him with History e.g copying out swathes of writng which is slow and laborious, taking up the time that he could be answering the questions at the end. Found out that Matthew's diagnosis of SpLD has not been recognised by the school, they have the diagnosis or rather misdiagnosis of ADD but he was unaware of the Ed Psych report (the one I copied, highlighted and sent in to make sure the school had it, with a covering letter about Sensory processing disorder). However he dug out the file and found the report. I also asked about getting writing speed checked. The Senco advisedus to have Matthew's Ed Psych report updated, and writing speed could be measured at the same time. He is also going to speak to the History teacher in light of the "new" information on Math's SpLD. He also taught Matthew last year and remembers him as an enthusiastic learner, and wouldn't say had ADD at all. So a positive outcome- hopefully.
Friday, 4 February 2011
At last Some Sense
Matthew has been moved to Set 2, following yet another high mark, physics this time 92%, all sets 1-3 had the same test (they cover the same booklet). Had the phone call Wed morning, and he moved today-Fri. Came home with extra booklet sheets to add to his Level 3-6 booklet for Chemistry (the Level 5-7 work).
A bit shocked at how swiftly they moved him.
A bit shocked at how swiftly they moved him.
Thursday, 20 January 2011
Current Situation
Matthew was placed in set4 for humanities and Set 3 for Science/Maths. So he's in set 8Y 4.3
The old A/B streams of Yr7 contained ~180 children, ~90 in each, are now split into 3 sets X1,Y1, X2,Y2 and X3,Y3 of ~30 each. There is an Humanities set and a Science set. The Humanities are geography, history, welsh, spanish, and english. The Sciences are Biology,Chemistry,Physics and Maths. The other subjects are not set.
So your all thinking we're happy that Matthew has moved into a B stream equivalent for Sciences! Well we would be if he hadn't out performed his friends in A stream in Science. His class C1 was allowed to do the same end of year exam paper as all the others in Science, had 84% with a comment from his teacher that the mark was "outstanding as expected and reflects his undoubted ability and commitment to the subject" (as he'd performed brilliantly all year). However the Maths exam was the C1 exam, Matthew was so dissappointed after doing it, he did it in 40mins (an hour and half paper) and got 93% (left 2 questions out as usual! got 1 wrong). We phoned the school to complain that it was not challenging enough, as he had gone to the ceiling of the test. This paper although he had top mark in the C1 class, put him 170th out of 210 in Maths, which made the Chemistry dept think his maths was poor and he would "sink under the pressure of a higher set".
Move on to Nov 2010, Matthew's first test in Maths at half term was 81% 3rd, coming a close to joint 1st mark of 83% (class average 65), great we thought, not merely holding his own in this class of ~27, but floating pretty much near the top. Move on to Dec, next test, this time he gets 98% 1st position, but not only that, the 2nd place was 72% and class average 51% (not if you take out Matthew's 98% it's not). He was so excited after taking the test he asked me if he could have a game if he got 100%, I of course thought "no chance" and agreed.
So here we have the dilema, do the "pushy parents" go in once more and complain. Every time I speak to the school they make me feel that he's going to fall at the next hurdle, but they claim "they have an eye on things and he will be moved if he shows he is capable". What are they waiting for, guess I'll just have to go in and ask.
The old A/B streams of Yr7 contained ~180 children, ~90 in each, are now split into 3 sets X1,Y1, X2,Y2 and X3,Y3 of ~30 each. There is an Humanities set and a Science set. The Humanities are geography, history, welsh, spanish, and english. The Sciences are Biology,Chemistry,Physics and Maths. The other subjects are not set.
So your all thinking we're happy that Matthew has moved into a B stream equivalent for Sciences! Well we would be if he hadn't out performed his friends in A stream in Science. His class C1 was allowed to do the same end of year exam paper as all the others in Science, had 84% with a comment from his teacher that the mark was "outstanding as expected and reflects his undoubted ability and commitment to the subject" (as he'd performed brilliantly all year). However the Maths exam was the C1 exam, Matthew was so dissappointed after doing it, he did it in 40mins (an hour and half paper) and got 93% (left 2 questions out as usual! got 1 wrong). We phoned the school to complain that it was not challenging enough, as he had gone to the ceiling of the test. This paper although he had top mark in the C1 class, put him 170th out of 210 in Maths, which made the Chemistry dept think his maths was poor and he would "sink under the pressure of a higher set".
Move on to Nov 2010, Matthew's first test in Maths at half term was 81% 3rd, coming a close to joint 1st mark of 83% (class average 65), great we thought, not merely holding his own in this class of ~27, but floating pretty much near the top. Move on to Dec, next test, this time he gets 98% 1st position, but not only that, the 2nd place was 72% and class average 51% (not if you take out Matthew's 98% it's not). He was so excited after taking the test he asked me if he could have a game if he got 100%, I of course thought "no chance" and agreed.
So here we have the dilema, do the "pushy parents" go in once more and complain. Every time I speak to the school they make me feel that he's going to fall at the next hurdle, but they claim "they have an eye on things and he will be moved if he shows he is capable". What are they waiting for, guess I'll just have to go in and ask.
Monday, 10 January 2011
RE Test
Matthew's RE test results came home, he announced he had 5 out of 8!!??
Not very well explained to him, I believe as the teacher said " very well done Matthew" this is a Level 5, so from me it's a "Very well done Matthew" as well. He was given the part of the question before Xmas, so he wrote out what he wanted to include in his answer, cutting it down to the bare bones, and then learnt it parrot fashion. He said the test question wanted things slightly differently but he understood what was required and gave it.
Not very well explained to him, I believe as the teacher said " very well done Matthew" this is a Level 5, so from me it's a "Very well done Matthew" as well. He was given the part of the question before Xmas, so he wrote out what he wanted to include in his answer, cutting it down to the bare bones, and then learnt it parrot fashion. He said the test question wanted things slightly differently but he understood what was required and gave it.
Wednesday, 10 February 2010
Parent's Evening
We had parent's evening Monday night, and are once again over the moon with Matthew's progress. Nobody had 1 negative word to say(what a difference to primary), he's doing extremely well.
Science and Maths are his best subjects (no surprise there), his last science test was 98% he had one wrong(which was right but he changed it!) and the teacher told us this was the highest mark in all her classes (she teaches A1,B1 and C1 and they all get the same test).
English reading has jumped from 9.09 to 13.0, comprehension from 9.2 to 12.06, he was tested in Sept 09 and january 10. We spoke to the head of lower school, to ensure he knew how Matthew was doing, we let him know his english scores and science. I hated to sound like a pushy parent, but we need to make sure that Matthew remains on their radar, the teacher remains cautious with the humanity subjects as they can involve alot of writing, but things are very positive overall.
The Art teacher gave an insight into the the target setting process, the report given out at Xmas recorded whether the child was exceeding, meeting, or underperforming according to their targets -with no mention of their targets. The targets it seems are worked out from the NFER Cat scores taken in June, the result sheets that were given out in at the previous paretns evening. The levels are the targets for KS3 end of yr 9.
Matthew has a new Engish teacher from January (last one left for maternity leave) is very pleased with him but didn't know of Matthew's previous SpLDifficulties diagnosis, and speech and language problems. She says that the majority of boys have problems with creative writing and that's what they are working on in the next term. He probably needs that more than anything.
Drama - he's motivating eveyrone.
PE - he is very determined and won't give up until he has the technique (tell me about it!!)
Music great class, doing really well.
Art - meeting targets enjoying work. Target level 6c
Spanish, doing well grasping things quickly (I find his book very messy).
Geography exceeding expectations some really good work.
History, the history teacher loves his class, great kids eager to do their work, thinks that the Sats levels that the primary schools send to the secondaries are extremmly misleading, many kids are misbanded but says it'll all change next school year.
Design/Food (cookery) Matthew is a gem, very good with his hands enthusiastic.
Welsh -Matthew's an absolute joy to teach, helps out his school mates when he's finished. He's well respected by his peers.
Science and Maths are his best subjects (no surprise there), his last science test was 98% he had one wrong(which was right but he changed it!) and the teacher told us this was the highest mark in all her classes (she teaches A1,B1 and C1 and they all get the same test).
English reading has jumped from 9.09 to 13.0, comprehension from 9.2 to 12.06, he was tested in Sept 09 and january 10. We spoke to the head of lower school, to ensure he knew how Matthew was doing, we let him know his english scores and science. I hated to sound like a pushy parent, but we need to make sure that Matthew remains on their radar, the teacher remains cautious with the humanity subjects as they can involve alot of writing, but things are very positive overall.
The Art teacher gave an insight into the the target setting process, the report given out at Xmas recorded whether the child was exceeding, meeting, or underperforming according to their targets -with no mention of their targets. The targets it seems are worked out from the NFER Cat scores taken in June, the result sheets that were given out in at the previous paretns evening. The levels are the targets for KS3 end of yr 9.
Matthew has a new Engish teacher from January (last one left for maternity leave) is very pleased with him but didn't know of Matthew's previous SpLDifficulties diagnosis, and speech and language problems. She says that the majority of boys have problems with creative writing and that's what they are working on in the next term. He probably needs that more than anything.
Drama - he's motivating eveyrone.
PE - he is very determined and won't give up until he has the technique (tell me about it!!)
Music great class, doing really well.
Art - meeting targets enjoying work. Target level 6c
Spanish, doing well grasping things quickly (I find his book very messy).
Geography exceeding expectations some really good work.
History, the history teacher loves his class, great kids eager to do their work, thinks that the Sats levels that the primary schools send to the secondaries are extremmly misleading, many kids are misbanded but says it'll all change next school year.
Design/Food (cookery) Matthew is a gem, very good with his hands enthusiastic.
Welsh -Matthew's an absolute joy to teach, helps out his school mates when he's finished. He's well respected by his peers.
Monday, 1 February 2010
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