KS2 - only one sub-level of progress in writing since end of y1

[bellabelly]

I know it's not the be all and end all but would love some advice.

My twins have just received their end of Y2 reports, with Teacher assessments and KS1 SATs results. For both boys, progress in writing has only been one sub-level in the whole academic year - ie, they have moved from a 2b (last summer) to a 2a this summer. This seems really slow progress to me and a bit concerning. Does anyone know how much progress you might expect in a year? Or does it just depend on the individual child?

They are nearly 7 years old and clever boys, I think. They are the youngest in their year but in the "top" group. I've never felt concerned about their progress before as they have always achieved good results. And 2a IS a good result but just doesn't seem great when 12 months ago they were already deemed to be on a 2b.

What can I do to encourage their writing? Any great tips v gratefully received.

And... should I say something to their teacher, or will I just seem like a really pushy parent? The teacher is having a "drop-in" session to discuss reports this afternoon.

[mrz]

You've probably heard there is going to be another curriculum too. I'd suggest you look at it as expectations will be different.

[bellabelly]

Yes, mrz, I did hear that they're scrapping levels (DH works for DfE) because they are too random. And yes, niger, I think that it will take a while for parents to stop "fretting" - for years, levels have been presented as a big deal! (And accurate!)

[chocolatemartini]

That's interesting I didn't know there will be no levels from Sept. Anyone care to enlighten me about the new system? What will school league tables look like without levels?

[mrz]

Yes children in Y2 & Y6 next year will be assessed using the current curriculum and system but the OPs child will be in Y3 so no levels and a new curriculum.

[nigerdelta]

There will be SATs for kids doing yr2 & yr6 SATs, I understand? I will have one in each yr, anyway. Plus a kid doing the last yr of GCSEs I think.

Presumably folk will still come on here fretting about lack of official recorded progress whatever the system is.

[mrz]

Remember there won't be any levels from September

[bellabelly]

relocator - they broke up today and came home with armfuls of their school books. Having had a slightly obsessive look through their writing books, I'm amazed that they both got the same level. DT1 is simply not writing enough (one teacher comment was asking why it had taken 40 mins to write 4 lines) and DT2 is writing lots but not paragraphing much, if at all.

All of your comments have been so helpful - I feel much clearer about why the writing levels show less progress than the other subjects. I am definitely going to encourage them to do some (fun) writing over the hols. And take less notice of levels generally, I think!

[bellabelly]

mrz - have had a look back at their reports and can't find their Yr R ones. Their mid-year reports for Y1 say writing level 2c for both DTs.

[bellabelly]

chocolatemartini - I agree with that. I don't remember getting reports at infants or junior school that said anything much more than "well done!" or "good effort!"

[chocolatemartini]

To be fair, I wasn't assessed at all enough at school. My writing at that age was all soul and no punctuation. But the fact I didn't see writing as a means of achieving levels was a good thing I think.

[nigerdelta]

micro-assessment of everything, gets me down, too.

[chocolatemartini]

I'm amazed by all this micro assessment of children's writing. I think we used to enjoy writing because we weren't being assessed all the time

[temporarilyjerry]

For level 3, there needs to be evidence of paragraphing. So if a child is only writing half a page, this may be lacking.

[mrz]

The important thing is how much progress they have made over the whole Key Stage not how much in a single year. What level did they enter Y1?

[RelocatorRelocator]

I agree with everyone else. Also maybe worth adding that I went to a governor briefing where we were told that the LA advises schools not to give L3 unless the child is working securely at that level, ie 3b.

Fwiw dc1 finished yr2 on 2a for both reading and writing and has just finished yr5 on 5c/4a - this year something has really clicked with writing and he now says he loves it. Previously he was distinctly meh about it Children really don't always make linear progress despite Ofsted's obsession with it.

Worth a chat with the teacher I think, to check what their next steps should be.

[LittleMissGreen]

DS2 is L3 and he churns out 4-5 sides of A4 for a story, but he doesn't have the tiniest writing, although it is fairly neat & joined up when he applies himself.

[toomuchicecream]

diamondage - it's a bit of a how long is a piece of string question - there's no definite answer. But I'm looking at the best bit of a side of A4 for 2b and a couple of sides for level 3, give or take. But it's also a lot to do with quality. And the child showing they can sustain the various skills over a number of different pieces of work.

I suspect I might be harsh because I previously worked in years 5 & 6. The 2a criteria should be the same right across education, regardless of the age of the child. Obviously, it's much harder for a 6 year old to achieve as they don't have the same level of maturity or stamina as a 10 year old. That's why I've done a lot of asking around this year and talking to different teachers & advisers.

But I'm sure other teachers will be along to disagree with me - I'm happy to hear their points of view too!

[diamondage]

toomuchicecream do you mind saying how much writing you've been advised is required for 2b and also L3?

[bellabelly]

OK, that's really useful to know, toomuchicecream - I know DT1 often doesn't produce much in the way of quantity! So I am thinking that could be quite a factor too.

I'm finding it all a bit bemusing because I was very, very keen on writing when I was little and DT1 in particular seems to find it a chore. (Although he does feel very proud of himself when he's completed a piece really well.) I don't understand how to "switch him on" to the absolute joy of writing for pleasure that I used to feel. School work involves LOADS of writing for the next ten years or so - I want him to ENJOY it, not begrudge the effort it takes!

[toomuchicecream]

I would agree that the most likely reason is that they were over-leveled last year. Leveling is very, very subjective, as we discover every time we moderate both within school and with other schools in our cluster. A writer would have to be exceptional for me to give them a 2b at the end of year 1 - I've got some really lovely writers in my year 1 class but I haven't given them higher than 2c because they don't have the stamina yet to write the quantity that I've been advised is required for a 2b.

I also had a number of year 2 children this year whose writing shows elements of level 3, and in fact I was happy to level several of their pieces of writing at level 3. But they are not yet consistently writing at level 3 across a range of genre (or in the case of a couple, don't sustain their beautiful writing for long enough - what they write is too short). Now that year 2 results are based on teacher assessment, the child has to show they can write at that level in a number of pieces of work, across a range of genre, over a period of time.

[bellabelly]

Ooh, I like that idea, LittleMissGreen - thanks. Can see the road really appealing to them too. Not sure if they do similar at school but have never heard them mention it - fab idea.

[LittleMissGreen]

Do they create a story/factual journey before they start writing? DS2 has to physically draw a road onto a piece of paper (it is like an S shape so fills the whole piece of paper)and then writes a summary onto that road of what will happen in the piece he is going to write. This helps to add structure and not go off on a tangent. Because it is basically a list of bullet points spaced along the road he can add points before or after what he has already written on the road as he thinks of them.
If he thinks of a good description word whilst planning he can just write it onto the road to remember to use it when he is doing his 'formal' writing.

[bellabelly]

Really helpful replies, thank you all.

I don't think they were over-graded last year as they were being taught by 2 different teachers and (I'm assuming) they must have agreed levels between them. And both were v experienced Y1 teachers.

There is quite a bit in the reports about writing which, reading between the lines, suggests there's quite a bit to work on. Eg, DT2's says "really beginning to develop in structure", "take on the specific ideas discussed in class and add these to his writing". DT1's says in all areas, his next step is to "focus on organising his thoughts" as he can "go off at a tangent".

Does sound like there's more to it than just not done enough different types of writing, doesn't it? Thanks for all replies - if anyone has any great recommendations for writing worksheets /books / websites etc, that would be fab.

[redskybynight]

I was going to say the same as PP - they probably are missing some crucial writing genre, which prevents them from moving to Level 3, but many element of their writing may already be at that level. (My DS is having the same issue with being "stuck" at Level 3a, because his descriptive writing is very poor, despite other elements of his writing being already a strong Level 4 standard). Does the report give any clues about what they may need to work on?

[TeenAndTween]

Or
e) The y1 teacher over-graded them last year

Maybe don't word it as 'needed to move up to a 3c', maybe say 'what do they need to work on next?'