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Year 1 attainment levels: part II

(42 Posts)
lovecheese Tue 09-Feb-10 14:46:38

Continuing an earlier thread about KS1 levels, what is the average level that children are supposed to hit by the end of year 1?

ElbowFan Tue 09-Feb-10 15:19:49

'Age Related expectation' at the end of Year 1 is 1B / 1A so that the child can reach the 'expected' average of 2B at the end of KS1. There will of course be those higher than that, and those below that, other wise it would not be the average!

lovecheese Tue 09-Feb-10 15:48:45

Thanks ElbowFan - using those criteria, do you know what a child who had reached 1B at the end of reception be expected to reach in KS1 SATs? (sorry to pester)

starstudent Tue 09-Feb-10 18:40:13

They would be expected to reach 2b in KS1 SATs, though at this stage many children progress rather quickly, so the level they achieve could be higher - it all depends on the individual!

lovecheese Tue 09-Feb-10 19:31:40

starstudent thanks for replying, but am slightly confused by your reply; My DD hit a level 1b at the end of reception, is she only expected to "go up" 1 level to a 2b at the end of yr2? doesnt seem like much progress??

starstudent Tue 09-Feb-10 19:36:11

Goodness, no! Sorry about the confusion. As I said before, it depends on the individual, but I would expect your DD to be attaining a level 3 by the Year 2 SATs.

Hope that helps.

Smithagain Tue 09-Feb-10 19:56:41

The guidance notes attached to our school reports state that "expected" progress is one third to two thirds of a level per year. More than that is given a rating of "outstanding" progress.

RacingSnake Tue 09-Feb-10 21:15:50

But remember things don't always go in a straight line. Sometimes children 'plateau' academically while theyare developing fast in other areas. So don't get too hung up on levels.

ElbowFan Wed 10-Feb-10 12:51:19

You may be interested to have a look at the age related expectation as published by National Strategies (http://nationalstrategies.standards.dcsf.gov.uk/node/171919)
On Page 64/65 you will see how progress is expected to be made on a year by year basis, and how children are expected to make a given number of sublevels progress each year.
Your dd levelled at 1B at the start of Y1 should be aiming higher than 2B at the end of Y2!
Hope this is helpful

RacingSnake Wed 10-Feb-10 13:17:00

But remember that it does not always go in a straight line! Sometimes faster, sometimes slower, depending what else is happening in their development at the same time.

lovecheese Thu 11-Feb-10 14:56:14

Ta Elbowfan for that link, will look later; p.s I love Elbow too, if thats what you mean, and not a penchant for arm joints.

Cortina Thu 11-Feb-10 16:38:23

Isn't this all very prescriptive? Shouldn't a child who is a W or so at the start of year 1 should be as likely to reach a level 3 in year 2 as a child who began the year a grade or so higher?

Why do we expect a child who enters year one at a higher level to do 'better' a year or so on? Spurts and dips in performance are the norm especially at this sort of age.

Looking at the National Strategies website so much of how 'well' a child does at KS1 is about drill rather than ability. If they 'demonstrate' what a teacher is looking for in terms of writing formation etc.

Everyone tells me things are fluid and no child is labelled in any way but this tells me otherwise?

Sorry don't mean to be negative. In prep schools things seem to be much more fluid and children all children are expected to do very well. Or is this just my impression?

Feenie Thu 11-Feb-10 20:06:41

A measure of expected progress is needed in case something is amiss - if a child makes no progress, the possible reasons can then be addressed quickly. If a child makes more than expected progress, fantastic.

Most schools set themselves challenging targets and aim to have children making good progress, as opposed to just satisfactory.

Once again, Cortina, no one puts any kind of ceiling on children's learning. It isn't what any of us teachers here came into the profession for.

Feenie Thu 11-Feb-10 20:10:14

making good progress - got my italics mixed up with my crossings out blush

lovecheese what do your child's teacher(s) say about how they are doing now? Do they seem to be satisfied with how your child is progressing? Are you happy?

I have a Year 1 child (don't know what level he was at in any subjects at the end of reception but his teachers and I were happy with his progress). I know I can have a tendency to get myself fixated on levels etc but I think there is more to a child's life than what levels they attain in Year 2. I am happy to be convinced otherwise though.

SailAway Thu 11-Feb-10 20:29:06

In each 'level' 1, 2, 3 you have 3 sublevels (a, b and c).
They expect your child to go up by 2 sub levels each year. So starting Y1 with a level 1B, they should be at 2C at the end of Y1 and 2A at the end of Y2.
At least that's what ds1 teacher has been telling me (he is in Y1).

I also agree it will vary a lot. Depends if your dd has been working to her level in reception or taking things gently for example (eg ds1 has move by much more than 2 sublevels in maths this year but is on 'target' for litterature iyswim). How mature she was etc...
It's more for teachers really to see if there are some problems looming ie why has this child not progressed as we would have expected? Let's look at what is happening type of attitude.

Cortina Thu 11-Feb-10 23:52:03

Once again, Cortina, no one puts any kind of ceiling on children's learning. It isn't what any of us teachers here came into the profession for.

Feenie, I don't think you do. From what I see on the ground though this can and does happen. Not in a malicious sense and from what I've seen it can happen in the classroom of the most dedicated teacher in the world. It can happen at a subconscious level, Malcolm Gladwell describes some of it in Outliers and other writers I've mentioned do the same thing and quote various studies to back up their findings.

I wonder whether we unwittingly put a ceiling on children's learning as soon as we begin to think about them in terms of whether they are 'bright' or not?

The head of our primary gave a talk and mentioned how the children in her care smashed their year one and year two targets and so on and so forth further along, from what I see the targets given underestimate what the children are likely to achieve. For example DS has targets for the end of year one which IMO he surpasses by a couple of levels at the moment. These may be revised going forward but as these targets have honestly been set they would be able to quote it as per their figures etc.

This is no real problem in itself but isn't there a danger, if this is broadly the case more generally, a parent could 'believe' a child should be on course for say 1B at the end of year one in writing or maths so shouldn't be pushed too far out of comfort zone etc? What if they were turned off learning for life? Etc.

From what I can see sometimes there is a lot of erring on the side of caution. The next level might prove too much etc. It's better that X should stay with a lowing achieving group to boost confidence. All of these things may be the right thing to do in some cases but I think have the potential to limit children. My kids seem to rise to the level of the group they are put with, whether that's swimming, school or learning the violin. What's wrong with real challenge?

I've heard parents say 'I am not putting little Johnny into the school play/concert as one of the bears who has to speak. He's not to be pushed, he's not confident in this way unlike little Freddie'. This may be true but I wonder sometimes whether their little Johnny is actually any different from Freddie? I know little Johnny and he's perfectly confident and capable IMO. Of course it might be he really doesn't want to go on the school trip/read to the class/be in the play. Fast forward a few years and you might have a scenario where you have a under confident Freddie who believes there is a ceiling on his ability in certain areas. Why has it been decided by a parent or teacher that Johnny shouldn't be challenged but Freddie should?

Perhaps there's nothing in what I say, I hope so. I probably think about these things too much. I am not blaming teachers. In the non selective prep down our way we have children all getting the top SATS grades possible at 11. Before I had children of my own and looked into what SATS were and what was expected I assumed that inherent ability was key. While this might play a part I now see it's possible for an average child to ace the tests. The test results shouldn't matter going forward as many say - so perhaps it doesn't matter what grade our children end up with at KS1 or KS2?

What matters far, far more is that our children believe in themselves and their capabilities and I believe challenge is very healthy.

Feenie Fri 12-Feb-10 12:41:25

<throws her hands in the air and gives up>

Cortina Fri 12-Feb-10 14:49:45

Feenie, I am sorry , really.

I am honestly interested in all of this and doing lots of reading at the moment.

There seem to be so many studies that back up what I see but seemingly not many people out there who agree? Does this mean that what I describe doesn't exist or is very rare? Do you really think there is absolutely nothing in what I say? Not even the smallest grain of truth in any scenario?

claig Fri 12-Feb-10 15:02:32

Cortina, anyone can see that you love the subject and are very interested in it. Have you ever thought about training to be a teacher? because I think you would be a natural at it

Cortina Fri 12-Feb-10 15:09:52

Do I detect a hint of sarcasm Claig ?

Seriously, I am honestly very interested. Things do seem to be very prescriptive from what I see. It seems things really do vary from school to school.

claig Fri 12-Feb-10 16:33:09

no not sarcastic at all, you have misread me. I can see that you are very interested in it, and I think that in some cases what you are saying is probably likely to happen

dorris44 Fri 12-Feb-10 22:37:19

Hi
I am really interested on this. My dd is in yr1 and got 8 in reception in her foundation stage reports & a 9? in something. her yr 1 teacher won't give me her end of year1 targets. He says they are for him and the subject leaders. What should I be expecting her to get?

IAmTheEasterBunny Fri 12-Feb-10 23:17:08

Cortina, I don't really get your point. You make it sound like teachers are 'teaching to a level' all the time, whereas we are teaching to the next objective that the child needs to meet.

We are aware of the objectives within levels and we are also aware of where our children need to go.

Feenie Sat 13-Feb-10 00:32:15

Thank you so much, IATEB. I understand Cortina's worries, but I want her to understand that they are SO FAR from teachers' objectives and aims.

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