Are ALL children expected to make 2 full levels of progress in KS2, regardless of ability.

[Iamnotminterested]

Say if child A started year 3 at a 3b for writing, and child B at 2c; would the same sub-levels of progress in year 3 be expected of both or would child A be expected to make more??

"I really had to fight every step of the way for that early intervention, though, it almost drove me to a breakdown."

Sorry for everything you have been through, but I am glad for your son that it has paid off.

Just wish I'd known how to do it for my older DD (similar issues to DS2). It has taken her to Y9 to get anywhere, and she'll never achieve her FULL potential now, as the intervention wasn't properly started till she started Y7.

Are they really going to scrap the levels. I find them very useful.

Ditto BonnieBumble. I know they won't mean a lot to some parents (Obviously not MNetters )but over the years as the DC have progressed through school I have come to understand them and they give concrete evidence, IMO, of your child's ability WRT the national expectations.

What will replace them then? Will it be effort and attainment grades A* - E or something for subjects?

I think that better explanation of what levels mean is needed rather than them being scrapped. I think that parents need to be made of what is national expectations.

It is not helpful to be told your child's class position because being top in one school is not the same as being top in another.

I agree ReallyTired, and I wouldn't want to know my DC's positions in their classes, I just like to know where they are at WRT nationally.

We have concerns about the ways in which level descriptors are currently used to judge pupil progress. Indeed, we believe that this may actually inhibit the overall performance of our system and undermine learning. For this reason, we suggest a new approach to judging progression that we believe to be, in principle, more educationally sound. We are aware that this has significant implications for assessment and accountability.
Findings from studies of high-performing jurisdictions lead us to make a suggestion to contribute to the debate. These high-performing jurisdictions focus on fewer things in greater depth in primary education. We believe that the focus should be on ensuring that all pupils have an appropriate understanding of key elements prior to moving to the next body of content i.e. when they are ?ready to progress?. We recommend that resources should be prioritised for pupils who have either fallen behind or are identified as at risk of falling behind the rest of the class. We term this approach ?high expectations for all?

www.education.gov.uk/publications/eOrderingDownload/NCR-Expert%20Panel%20Report.pdf