Yr 1. End of Year Reports / Levels - State Schools

[allmixedupreally]

If your child is ending year one this year and you have received their report, would you mind sharing their levels? Also if you received the phonics check results. I was expecting dd's to be included in the report but it wasn't so will ask teacher.
Reading =1A
Writing =1B
Maths = 1A
Effort = excellent all the way.
I am very pleased with the whole report and so is she, but it would be nice to have a rough idea how others in the same year did. Thanks

[NK5BM3]

Well, I don't really know what mr gove's directives are so I will refrain from commenting on them... Mine was just a comment re stats and bell curves!

[mrz]

Since there are no national expectations for Y1, 3, 4 or 5 and data for these year groups isn't collected nationally it's not possible to make generalisations of any kind diamondage

[mrz]

NK5BM3 you forget Mr Gove's directive that all children in England must be above average

[NK5BM3]

The bell curve works statistically in any average population (given sufficient sample size etc). So even in an average population those numbers will work. But of course, in an situation there will be situations where 'ah but my neighbours step children's sister got x and was only a y...' So those would generally be labeled as outliers. If there are too many outliers then of course the bell curve will have to be recaliberated.

So, in a very high achieving school for example, where 50% achieve level 3s by year 2, their bell curve will be a standard deviation or more higher than the average school. That average school will be a standard deviation higher than the lower than average school.

[diamondage]

I thought Mr Gove had been under the impression that all children should be able to make his minimum standard of attainment, which would be quite unlike any bell curve I've ever seen.

What evidence is there that the majority of children fall into either:

below expected progress (i.e. L2 by the end of Yr 1 but not making L3 by the end of Yr 2); or

above expected progress (i.e. L1 by the end of Yr 1 but makes L3 by the end of Yr 2)?

Unless you can point me towards some evidence to counter my reasonable assumption that statistically, over large numbers, children's progress does actually follow a bell curve, then my view will remain the same: most children that achieve a L3 at the end of year 2 will be a L2 at the end of year 1. The fact that some children fall into the two categories above is moot - I'm interested in what the majority are doing. Although I should add I'm NO statistician so obviously happy to be corrected if I've got this wrong!

[mrz]

You seem to be under the same impression as Mr Gove fortunately children surprise us by not making nice linear progress in their learning for the sake of bell curves.

[diamondage]

between 20 - 30ish% achieve L3+ in year 2 (depending on subject area), which means that roughly 70% - 80% achieve the expected levels 1b/a at the end of year 1.

that's not something we can accurately extrapolate from Y2 results I'm afraid. Indeed, hence using the word 'roughly'.

It's more than possible that a child made above expected progress in Y1 but failed to achieve L3 and equally it's just as possible that a child made a slow start in Y1 and went onto achieve level 3 a year later.

Of course: PSBD's DD's experience is a testament to that. Still I suspect that the bell curve applies and the majority of pupils will progress in a way that means my rough estimates are reasonable ball park figures, which is all they are meant to be.

[spanieleyes]

Teachers, as a profession, need to hear the repeated pleas from parents (here on MN, in real life, in the national news, etc...) for a straightforward, universal system of marking achievement which can be conveyed quickly to parents

I'd quite like that too ( as a teacher and a parent!!) Do you think we want some convoluted, "no-one-knows-what-we're-doing-make-it-up-as-you- go-along" system?

[mrz]

yes in relation to talking to parents

[GobbolinoCat]

Teachers have to follow the official line they don't just do their own thing!


mrz!!!


not in relation to talking to parents!

[mrz]

Teachers have to follow the official line they don't just do their own thing!

[GobbolinoCat]

Teachers, as a profession, need to hear the repeated pleas from parents (here on MN, in real life, in the national news, etc...) for a straightforward, universal system of marking achievement which can be conveyed quickly to parents

All teachers should be given a general line and know its expected to tow that line and parents know they are expected to tow it. it terms of communication.

then parents dont feel like they are being awkward or whatever ad teachers know its their job to communicate with parents.


As in all walks of like PSBD you get good one and bad ones and we see plenty of both types on here.

[Waspie]

My winter born, state school educated, son got :
Reading 2B
Writing 2C
Maths 2C
Science 2B

phonics test passed but no number given.

I'm rather surprised that his maths and writing levels are the same as his writing is excellent (he really enjoys writing stories) and his maths is, I thought, really poor. But clearly my expectation of what a 6 year old should be doing in maths is way out.

[FatalCabbage]

PastSell our teachers communicate far better than that without compulsion. It isn't the system failing you.

[PastSellByDate]

allmixedup:

I've also wondered what these scores mean - but can understand that schools would wish to avoid 'too close' a comparison with friends/ peers - for obvious reasons (no fun if you're bottom of the heap/ can make a child feel bad or even feel there's no point trying/ etc...).

So have a look at the Mumsnet notional expectations for a typical child in their progress through NC Levels: www.mumsnet.com/learning/assessment/progress-through-national-curriculum-levels - scroll down to the bootom and there are two tables explaining how many sub-levels (upper table) progress per school year - and notional end of year achievement (bottom table).

Now to make this all the more ridiculous Gove's parting gift to parents seems to be the removal of recording attainment in terms of NC Levels - and a free-for all reporting of achievement by schools. Therefore be prepared to hear your child has achieved 3 unicorns (which is a fantastic result) but be totally unable to verify what that may mean at other local schools/ regional schools or nationally.

The idiocy of going for a chaotic individual system of marking unique to schools is obvious - but I think it's about keeping parents well and truly in the dark about their children's actual achievement until it's far too late to do anything much about it. The only point we'll actually receive ye olde fashioned NC levels will now be end KS1 SATs (Y2 - end of infants) and end KS2 SATs (Y6 - end of Juniors). Far too late in the cycle to do anything if, for whatever reasons, your school has chosen to not be particularly informative about how your child is actually fairing as a student in core subjects like English (Reading/ Writing/ S,P&G), Maths or Science.

This system will do nothing to improve parent/ teacher relations which are increasingly strained and full of distrust. Teachers, as a profession, need to hear the repeated pleas from parents (here on MN, in real life, in the national news, etc...) for a straightforward, universal system of marking achievement which can be conveyed quickly to parents. Letter grades had their flaws (a C or D grade can be disheartening) - but parents trusted the teacher to tell it like it is. I get that you don't want to deal with upset parents - but in fact you're creating hordes of upset parents that feel they have absolutely no idea what is going on:

You don't regularly send home examples of actual school work
You won't discuss suitability for 11+
You won't advise us what to do at home
Your are loath to tell us our child is struggling - hiding behing verbose reports that tell us very little in actuality.

Maybe - in all the union striking/ voting/ yelling at politicians - you ought to think about the parents (and non-parents) who fund you to educate the next generation and actually are rather entitled to have some verification that 'learning'/ 'progress' is actually happening at finer levels than end of Key Stage NCT testing results.

[jkhj]

Reading 2b
Writing 2c
Maths 2c
Science 2c
Phonics 39/40

Really pleaseed and proud of dd. Also have another that I haven't seen mentioned here,

Speaking and listening 1a

I find the last one abit strange grouped together as they are two very different things. Dd is on the quiter side but very good at listening and taking in info and instructions.

[Bessymessy]

Maths 1a
Reading 1a
Writing 1b

39/40 Phonics test

We are so proud. DS had such difficult start in life, (adopted) and wasn't even expected to attend mainstream school.He doesn't get any additional support and he has exceeded all expectations.

[minionmadness]

Dts1

Reading 2A
Writing 2B
Maths 2A
Phonics 40/40

Dts2 (ASD)

Reading 1B
Writing 1C
Maths 1A+
Phonics 36/40

I am equally proud... we are extremely lucky that dts2 gets excellent support in school that is located in a predominately affluent catchment.

[mrz]

between 20 - 30ish% achieve L3+ in year 2 (depending on subject area), which means that roughly 70% - 80% achieve the expected levels 1b/a at the end of year 1. that's not something we can accurately extrapolate from Y2 results I'm afraid. It's more than possible that a child made above expected progress in Y1 but failed to achieve L3 and equally it's just as possible that a child made a slow start in Y1 and went onto achieve level 3 a year later.

[JustALittleBitLost]

Reading 2a
Maths 2a
Writing 2c
Phonics 40/40

Inner city primary school (a very good one) with a mixed intake. We do very little at home, they are exhausted enough by the school day!

[MinimalistMommi]

Reading was 7 years 3 months.

[MinimalistMommi]

My DC was level 1a for reading, writing, maths and got 38/40 on her phonics test.

[Ilelo]

Oh dear Raisin ... surely you haven't misinterpreted my post like I did yours initially. I only meant your 2nd helped explain the 1st better. This 3rd one makes it even clearer. The beauty/tragedy of written words is the reader is left to draw their own conclusions.

Will you agree we've both derailed this thread enough?

[diamondage]

by which I mean bare minimum!

[diamondage]

The OP wants others to share levels to compare her own child against? How does comparing against a self selecting minority help her help her own child in any way?

Nothing that the OP wrote suggested that she wanted to use this information to help her child - I took it that she was curious to know what other DCs achieved. OP later asked the % achieving different levels in Y1, but of course that is a tricky question as it is not reported nationally.

There is a mismatch between the ratio of levels reported on this thread and those achieved nationally in RL. As I posted earlier, between 20 - 30ish% achieve L3+ in year 2 (depending on subject area), which means that roughly 70% - 80% achieve the expected levels 1b/a at the end of year 1. On this thread about 60% are L2+ and only 40% at the expected 1b/a level or below.

The irony is that this 60% do not meet the criteria of a MN prodigy - spend any time on the Gifted forum and you will see that working 4 years ahead is the bear minimum required because on that forum only a 'kooky' genius is deserving of the term gifted let alone the term prodigy.

Actually the other irony is that RaisenBoy was keen to use her DC to demonstrate that if you 'only' achieve L2 at the end of KS1 your child can still achieve a L5 or the relatively far rarer L6 at the end of KS2. Well what about those children who only achieve a L4 (or lower) at the end of KS2? Why is it less concerning to hear about children achieving L5/6 at the end of KS2 versus children achieving L2/3 at the end of year 1 if your child is one of the majority achieving the expected levels?

The fact is that while 15% - 18% more children achieve a L5 than have achieved a L3 at KS1, most children achieving a L2 at the end of KS1 will not go onto achieve a L6 at the end of KS2.