curriculum levels - acceptable progress..

[noslimbody]

Can someone with knowledge and expertise, or at least compared with me which would not be difficult, answer a question for me please?
Is it good progress for a child to go from level 3 in year 2, to level 4c at the end of year 4? This is for a very bright child by the way, who is reading Shakespeare in year 5. This is 4c across the board for reading (comprehension is not good due to asd),writing and maths.
TIA

I would say it is very good. Children are expected to complete level 4 before they finish primary school, but most will achieve more than that.

DS previous school was happy for the children to achieve a level 3 at the end of year 4, and a level 4 at the end of year 6. His new school demands for all the children to get at least a 5c before they finish school. He is in Year 6 and already working in level 6.

It depends really! We are targetted to make 2 sub levels progress every year across KS2-that would give us "good" progress ( as satisfactory progress is no longer seen to be good enough!) So if a child was a 3c at the end of year 2 they would be targetted for a 3a at the end of year 3 and a 4b at the end of year 4. These targets are meant to be aspirational!! Some schools expect 3 points progress each year ( so 2 levels over 3 years) in which case a 3c child at the end of year 2 would need to be a 4c by the end of year 4 to make expected progress.

So basically the answer is there or not far off where we would expect a 3c child to be, But a 3b child would need to be a sub level higher so it depends on what type of 3 it was!!

acceptable according to who? And with what target or other aim in mind?

Yes acceptable on track to make at least 2 levels progress over the KS.

Why are they reading Shakespeare if they struggle with comprehension? Genuine question not a snipy one

He reads Shakespeare because he likes the format and language. The reason he struggles with comprehension is due to his asd, yet he does seem to understand Shakespearean language. He got into it because he likes plays. I think his problems with comprehension are exacerbated by his general problems with hand writing, an OT issue.
He has huge problems with noise, etc and has no friends and has been bullied but did not realise it, and I only found out when his belongings went missing consistently. He also became underweight, due to the anxiety this caused. I am asking here because I am appealing the local authority's refusal to assess for a statement of SEN. They say he does not need one due to his academic progress etc. They have admitted in writing that although his attainment is high, his progress has been slow.

That is, the school has admitted in writing that his progress has been slow

You are going to struggle to get a statement if he's meeting the minimum targets even if those are too low and your child could do much better that.

The big question is what do you want the statement for or expect to get out of it, and once you define why, try to find out if those aims can be meet through school action plans or out of school tutorials and interests.

My DD ASD has a statement and enhanced funding but is in front/high average academically.

She has a statement because of the way her ASD impacts her with independence, sensory, self care, communication etc etc. Academic levels are only 1 of many reasons for a statement.

Academic levels are only part of the statement process but you need to show that social/emotional/physical etc aspects are impacting on achievement.

If he got a 3 in his KS1 SATs then that would mean you would expect a 4b at the end of year 4 in order to be on track for a 5b in year 6. This would mean that he would be making good progress.

Not all LEAs require a level 3 to be 3B jubbablub