I read with interest the letter by Elain Bagnall about the age of starting school (Nursery World, 12 January). Last year I wrote about my own apprehensions of the new intake and my concerns for four-year-olds starting school. We had 30 children in the class, including autistic children and one with ADHD. It was extremely hard work and there was no extra support for the special needs children. The teacher and I plodded on and had an excellent Ofsted inspection, but we were exhausted. I feared for the children who were 'just four' and worked hard to make their start in school happy.
I read with interest the letter by Elain Bagnall about the age of starting school (Nursery World, 12 January). Last year I wrote about my own apprehensions of the new intake and my concerns for four-year-olds starting school. We had 30 children in the class, including autistic children and one with ADHD. It was extremely hard work and there was no extra support for the special needs children.
The teacher and I plodded on and had an excellent Ofsted inspection, but we were exhausted. I feared for the children who were 'just four' and worked hard to make their start in school happy.
This year the south-east of England has a very low intake. We have 22 children with no special needs. Our classroom is planned into the six areas of learning and we are, so far, having a super year. Our youngest children, who worried me last year, have settled in beautifully. All of the children have become outgoing, confident and eager to learn.
My conclusion is that it isn't the age of the child so much as the number of children. I feel that 30 children per class is a ridiculous amount. How can a teacher with only one adult to support her give the same amount of time to all of them without becoming disillusioned, stressed or, at worse, having to lower their standards? No one wants to do that!
* Irene Russell, teaching assistant, Cheriton Primary School, Folkestone, Kent
