Year 2 maths assessment

[caffeinated]

Dd sat a paper today and I Have had reservations about how she's been assessed this year by her teacher. Her teacher confirmed at the start of the year she came to her class as a solid 2c in numeracy. I was told at recent parents evening her target for the end of year 2, was 2a. I asked if she'd struggled with numeracy this year and was told no. I had expected she'd get a level 3 and so was surprised her target was so low.

Today she sat a paper, She said half the class sat 1 and the other half a different one. She thinks hers was the most difficult but the other paper had multiplication and pounds and pence problems and hers didn't.

She said she was the first to finish hers and the ta said she got only 3 wrong. Does it sound like she sat a paper that was too easy?

Certainly a couple of years ago, if you started the year on a 2c the final target (assuming a good rate of progress) would be a 2a.

We are expected to make 3 sub levels progress with our children in KS1, so if they start year 2 on a 2c and make 'good' rather than 'satisfactory' (which is no longer satisfactory!), they should finish on a 3c.

So an update, on Monday morning dd and 3 others had a lesson on fractions with her teacher which was immediately followed by the level 3 maths paper.

Dd had never done fractions in class til then and I assume the teacher wanted to cover them because they are on the test.

Having read this thread now I can't help wondering if the tteacher has assessed dd at level 2 and given her that paper what is the point of even sitting the level 3 paper because clearly all the ones she has assessed as level 3 sat that paper when dd sat level 2. Surely even if dd got full marks she wouldn't be awarded that level because from what I've read here test scores aren't the most important evidence and the teacher won't have a portfolio of evidence that dd is working at that level because she herself assessed she was working at 2a.

It's been 3 sub levels in KS1 and 2 in KS2 for ages now-this is purely obtained from the expectation that a child will move on two whole levels in KS1 and two whole sublevels in KS2; obviously there are more years in KS2.