I'd like advice on possible best course of action and information on how prevalent this practice is. The background and context. I've been working as a private tutor for nearly 8 years ( teaching maths/adv.maths/stats/chemistry/physics to A-level) - I previously worked as a full-time maths teacher at a secondary. I have a student "D" who I have been working with for a year. D attends a larger than average sized, high performing, selective entry school. D's parents wanted tuition to help raise attainment following a "disappointing" (parents words), "working at" assessment of L5. D has made quite rapid progress initially and has been making a steady improvement in the regular assessments (every 2-4 weeks) - now regularly scoring 19/20 or 80-90% on longer 1 hr assessments on work just studied. In view of this D's parents inquired in April/June about the possibility of D moving up from one of the set 3 classes and from what I recollect, the discussions seemed encouraging - but the school wanted to see D continue to produce consistently good results; this does seem to be the case. Yesterday one of D's parents said that a conversation with the school that day they had been told that D would not be moving up as the other classes had covered a lot more material than D and that, in any event, D would not be taught all of the content for the higher paper he would be sitting as the target for the class was L6 although a few might achieve a L7. In view of what the parents, D and myself have been doing over the last 12 months this is very disconcerting. I am not initiating this discussion, the parents and the student are. I will try hard not inadvertently to say the wrong thing here; - the parents are dismayed and have come to me to ask whether there is a way to help get the school to commit to help D attain a higher level than 6 or 7. In the 8 years that I have been tutoring I have not had cause to ask for advice on a similar matter - I am very respectful of the pressures and constraints class teachers work under and the practical and organisational problems schools have to deal and I always seek to reflect this in my dealings with the students and parents that I see; my position is very different but I hope we have the same aims for our students. In my tuition work I aim to not only resolve some of the very basic problems and misunderstanding I see in most students when they first come but also to introduce some of the harder parts of the curriculum and full exam questions earlier than the school is able to (there are other aspects to the way I work but these are the aspect relevant to the issue under discussion). D's parents have been told that the class will continue to consolidate the work that will see all students attain L6 with a few expected to attain L7 and that they will not be taught a number of "difficult" topics. They have asked for a list of the topics that D will not be taught. The school did supply D's parents with their SoW which I also refer to and we have already covered many of what I consider to be the more difficult topics - quadratic inequalities, fg(x) f'(x), sine/cosine rules, completing the square, equations of circles, etc - we have work left to do, e.g. on algebraic proofs, exponential functions, nth term quadratics but we have many months left and I am of the opinion that D can attain a higher level and this is what D and D's parents have been aiming for. D is somewhat disenchanted with the level of the work - he never asks to revisit any work he does in class - I check his books and see that he not struggling and working at a level below where we are working. How common is it for schools for adopt this approach? In my school certain classes would target either foundation or higher level but the entire curriculum would be taught in both cases. In view of the statements made by all schools about setting "Aspirational targets which challenge all pupils to reach their potential" it seems that the school have already made decisions and set an upper limit on what certain students can achieve. The school is was rated "Outanding" in 2014 and the opinion I have gained in my work with 2 students is that they teach very well. Is there a a way forward or do the parents and D have no option but to accept the situation? What might be reasonable to expect the school to do to try and meet the expectations of D (and D's parents) who have all committed time, effort and money over the last year? It seems unreasonable to expect D to do all of the extra work on their own (or with my support and guidance for 1 hour a week) when D is in class with a full timetable and no free periods. thank you for reading.