“My son (12 years old, group 8) has been advised VMBO-T,” writes Noor. “According to the results of the progression test, he can go to HAVO. But the teacher says that VMBO-T suits him much better because he prefers to play football than to have his nose in a book. He would also prefer to go to HAVO. Should I rely on the teacher’s judgment or can I safely assume that I am right?”
Adjustment required
Based on Noor’s story, her son must have received the double test advice VMBO-GT/HAVO as a result of the progression test. This advice comes earlier in the year than was the case when the ‘old’ final test was still used. This was previously preceded by preliminary advice from the school. “In principle, since this school year, schools have been obliged to adjust their provisional advice if the test advice ultimately turns out to be higher,” says Claire Verwey, psychologist and school choice specialist at educational guidance service Education Boosters.
Well thought out
“So suppose a VMBO-GT/HAVO recommendation comes out of the progression test while the school was considering VMBO-GT, the final recommendation must be adjusted upwards, unless the school has a good motivation to deviate from this. The provisional school advice has been carefully considered: the student monitoring system is consulted, student characteristics such as work attitude are taken into account, the IB person and management are involved and sometimes additional intelligence research is even carried out or a remedial educationalist or psychologist is called in to provide input.”
Other factors
Yet, according to Verwey, there is nothing wrong with re-examining that advice in the interests of the child. “It is best to discuss this with the school. If you have a very strong idea that your child can perform at a higher school level than the school thinks, you can tell the school why you think that would be possible. Maybe a teacher sees that your child is a bit unmotivated? Perhaps there is a fear of failure? A teacher may also anticipate that your child will have difficulty scheduling homework. With this kind of information, you can discuss, together with the school and your child, what it would take to enroll at a higher school level.”
“It may of course be the case that your child is unmotivated, for example, because he is tired of primary school. A child can suddenly brighten up at HAVO, while at pre-vocational secondary education he might give up. If you, as a parent, feel that your child would really be in a better place at HAVO, this can be discussed. The school also thinks along in the interests of your child.”
Roof tile class
A roof tile class would be a nice intermediate option, Verwey points out. In a roof tile class, two levels are mixed together in the first year so that students can show what they can do for a year. “Schools can provide placement advice. So a school advice can be VMBO-GT, but a placement advice VMBO-GT/HAVO can be attached to this. In the first year of secondary school, students can then use their grades to show whether they are heading towards VMBO-GT or HAVO. A school can judge: we are thinking of pre-vocational secondary education, but also take into account the possibility that this child will experience a revival or become more motivated. Then they can give placement advice.”
Various options can therefore be discussed in a conversation. Verwey especially advises: “Look and listen to what your child needs. A difference in perception between parent and school is always worth discussing. What is the difference? How can you look for a solution? You can certainly involve your child in that.”
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