Hi, Sorry if advance if this is a bit long-winded. I am a primary practitioner with a Y9 daughter. At primary school she was always very talkative about school and her learning. She attained L5s in Y6, works hard and behaves well. She was identified as gifted and talented (not that I really agree with it). Since going to secondary school, she has become quieter and quieter about school. If I ask she just says it was boring or alright. I have put this down to becoming a teenager. She gets good reoprts and at open evening the teachers said she is doing well and works hard and is a model student in terms of attitude. The only issue was that she doesn't put her hand up in class and she has explained to me that the other students laugh if a wrong answer is given, so she doesn't bother. Her current levels and end of year levels are quite variable with one subject target for 7c and she is currently already attaining this. In one language she is 6b but 5c (having regressed 2 sub levels this year) in her second language and now is not taking it at GCSE. She's in the top sets and the homework for these sets is overbearing. She sits, from arriving home after clubs, till after 10pm mainly doing homework- but I don't know if she is just bad at time management. The tasks seem very closed and sometimes involve colouring in which I feel is an issue. The marking in her books is very variable and in many subjects nothing but ticks and 'well dones'. Lot of subjects don't set curricular targets and she has no idea how to move her learning forwards in them. The school is very strict about uniform and lateness, but my daughter describes some appalling behaviour of some boys in some of her classes which disrupt learning and is very offensive to the teachers. Some subjects seem stronger with effective marking linked to levels and curricular targets. There is no peer and self assessment as far as I can see. Her tutor is lovely and has helped with a few fall outs with friends and to develop my daughter's social skills. There is a fantastic range of out of school clubs and lots of broad trips- which I really appreciate. I have tried so hard not to be 'the complaining parent'. However, I have contacted the head twice about homework. Some consultation was undertaken after the first time (online parent survey) but no results were shared and my daughter says there has been no student voice on this issue. The second time I mentioned the amount and the content and identified a few examples. The head forwarded my email to the departmental heads. I then spoke with them to say it was more a strategic issue in my opinion, not specific to the department. When my daughter first started at the school (middle class with higher then average intake I would think- based on local primary results), the school had just above national results. Last year there were below national (significantly in some areas). So, How much progress should my daughter be making? To be 'on track;' for A-C at GCSE where does she need to be by end of Y9? Is finding school alright or boring normal in Y9? Is such variable practice in marking and curricular target setting usual in secondary schools as they are so big? How much homework is appropriate and does it really have any impact on progress? Does this picture look worrying to you? If it does- what would you do about it, without being the pain in ***** that the school can really do without? Thanks so much, any responses would be appreciated.