Thank you for your response Petitpois,
Having gone through this process once already with a child who didn't have any learning issues was hard enough but the thought of going through it all again with all the extra issues involved with learning difficulties is making me really nervous.
We recently moved schools and my son is settling much better at his new school. It helps that he isn't now being teased and that the school have agreed to give some extra support with strengthening his memory. How do you know if your child has the potential to succeed in the 11+ and whether it is worth pursuing?
That question could invite a thousand response's. My DD1 was pushing level 4 by the end of year 4 and was very maths orientated (constantly wanted to show she could work out answers), because she loves rules.
DD2 is a firebrand, that would rather spend 30 minutes having a big bust up and tantrum arguing over something trivial, than just get on with it. It kills me that she will get 45 questions out of 50 right, then get to 46, get it wrong and then scrunch the whole lot up in a heap. I can't explain why they are so different. I don't think I would prefer two clones most of the time, although on occasion!!!
I am not really energised for 11+ right now, especially as we still have to do all the admin, and I am being nagged to now try and Pull a KEHS genie out of the bottle, when 24 hours ago, I thought my innards had fallen on the floor, when KEVIHS looked for a few hours that it might be 227.
I think what I am saying is
- you know how how to achieve success
- you have taken decisive action in moving schools. (we are thinking about that for DD2, it has been wonderful to see kids get their offers at my Sandwell primary, but they are horrendously bad at PHSE, bullying, SEN etc, although it is not all their fault, some of the parents are unbelievable.....a while back two mums had a full on punch up over a bloke in the play ground, who thought he was great. No sense of example to the kids while they were F...ing and blinding at each other).
- you know your child best.
My honest view is this, try your absolute best for him. He probably needs more support than your older one. I think you will, moving school is a sign you don't put up with a bad situation too long.
I am working mine up to a bond placement test (they're free) and I have kept snap shot scores on the same test from DD1, so I can compare DD2's progress with DD1's at similar points in the journey. I found not understanding what we needed to do both stressful and inefficient, for DD1, especially when I saw them going over basics like 3 cubed at QMGS year 7 class.
For DD2, I know where to concentrate effort and won't overdo things, so it will be less work than you think, second time round. Remember, he does not have to be Einstein, just beat the average, by enough.
One thing to note also - the new curriculum is making them cover more ground more quickly. There is a much bigger chance to be left behind on mastery, so make sure that all is well with basics like times tables. We have been doing remedial work with DD2, but she is now on top of them, but all the core skills like addition, subtraction etc need to be focused on.
Finally - Walsall consortium weighting are predisposed to mathematicians vs Brum vocabularists, so you have options to choose which battles you train for.
Be wary of tutor's that just wanna stick your child in front of computer screens doing questions for £150 a month, with out teaching, embedding or augmenting skill sets. For DD2 we definitely need something more tailored to her needs for this campaign, that will ratchet up come Easter.