level in yr 3

[mistymom]

Does anybody know what level a child is expected to reach at the end of yr 3. I was also told that they are supposed to move up 2 levels per school year. How does this work. Thank you.

its 2 sublevels i think

so from 2C to a 2A

(Am a secondary teacher tho)

Year 3 i would guess around the level 3Cish area (My DS is in year 5 and on level 3B for maths and literacy but he is very behind )

Not 2 levels - 2 sub-levels!

They are expected to reach 4b by the end of year 6. So if they were an average 2b in year 2, then they should be 3c by the end of year 3

Hope this helps.

my DSs KS1 SATS were English Level 1/2C Maths level 2C

level 3 ish afaik - but it's changed a bit since KS2 stats went to teacher assessment. As far as the two-levels theory goes, I don't think it is a "supposed to" thing IMHO. They might progress from 2b to 3a or whatever, but it depends how it's assessed.

Two sub levels a year would take you from 2B in year 2 to a 5C in Year 6. So although teachers are sometimes forced to predict a min of 2 sub levels per year, to get from a 2B in Year 2 "expected level" to a 4B in Year 6 "expected level" you would only actually need to make 3 sublevels of progress over 2 years. Therefore a 2A/3C would be the "expected" level at the end of year 3. If that's as clear as mud, I apologise!!

this is of general use but doesn't give any sublevels or assessment methods - so in some respects useless .

why do you need to know - and which key stage are you concerned about? (if that isn't worded well I'm sorry, just wondering how to give you a more useful answer!)

love all this 'teachers are forced' infin- ah too true

According to DS2's teacher they expect an 'average' child to be 2a/3c at the end of Y3. The 2 sub-levels progress is also what's expected, but apparently children often don't seem to progress as much in Y3 in terms of NC levels because they 'consolidate' what they learned in KS1.

Children progress in fits and starts anyway: for example, DS1 in maths moved only one level in Y3 (from 2a to 3c) but then moved 4 sub-levels the next year (to 4b at the end of Y4) and now is getting very high 5s in all maths tests.

So frankly I've decided not to worry much about what DS2's levels are at the end of this year.

This year I had 4 children whose predictions in some areas anticipated no less than 5 sub-levels of progress from Y1 to Y2. They are not really set by the class teacher where I work, the SIP (school improvement partner) discusses with the head for the whole cohort and then the head discusses with the class teacher where you fight your corner for realistic levels for each child.

Thanks for all you replies. Gigglewitch I asked because my dd is in ks 2 yr 3. Her teachers been away for most of the year, they have had lots of different cover teachers. I feel that she hasnt progressed much in this school year. Wanted to know levels so i can compare if she as been held back due to this. Thank you again.

ah
Whilst it's not that particular teacher's "fault" for long term absence, it is down to the schools senior management team to ensure that the children are not disadvantaged by the situation. Ways that schools normally go for are long-term cover placements (a supply teacher contract for a term or more) and monitor the childrens work throughout their teachers absence. It would be completely reasonable for you to speak to the head teacher to make enquiries about your child's progress.

I hope it doesn't sound trite to say that children would be able to make up any lost progress with decent teaching and continuity for the next academic year. I think in your shoes I'd be wanting to get assurances that the school will be making guarantees about its teaching arrangements for the next academic year to give your children a year of security following one which hasn't been particularly stable. "guarantees" might sound too strong a word, but it's the sort of emphasis I'd be making (sorry)! If no joy from the head, discuss it with your parent governor, and get it brought up at that level. if for any reason you get nowhere then approach the LEA, as a last resort. For the latter two you would need some sort of 'evidence' that there has been little or no progress made, such as a reading record book which shows little movement, or comparison between last years eg maths book and one from this term. It can be all a bit of a minefield because in Y3 you are reinforcing a lot of ks2 work but I'd be expecting a depth of understanding about it, rather than just 'robotic' completion of tasks IYSWIM.

sorry, too long post!

The averages don't actually work out if you use 2 sub-levels per year - so 1.5 sublevels per year is used to check children are making 'satisfactory' progress (in Ofsted speak). This is difficult to quantify, e.g:

Average end of Y2 - 2b
Average end of Y3 - 2b + 1.5 sublevels, so between 2a and 3c.
Average end of Y4 - 3b
Average end of Y5 - 3b + 1.5 sublevlels, so between 3a and 4c.
Average end of Y6 - 4b

Ofsted would expect good progress to be 2 sublevels per year. Because of course, kids are like robots, and develop in small measured leaps of progress in neat pockets of time.

Misty - I agree; progress doesn't go in neat steps. Children make leaps forward, then plateau, they develop one area (eg reading), then another (eg making lots of friends); it rarely all goes together. I don't think that you will be able to say that your child 'has been held back' by this or that. Many parents worry by the apparent plateau-ing in y3, but there is often a lot going on under the surface and the child suddenly makes a great leap forward.

Hi, sorry if I am adding to an original post & should be starting a new on - I am new to all this! Just found out my DS QCA results for end of YR3 and am a little concerned so looking for advice really.. He finished Yr 2 on 2A for both Reading & Numeracy but this yr's test results are 3C numeracy and 2A reading. Really concerned about the reading as has shown no improvement, not so worried about numeracy as has at least gone up one level! I am confused as he is in top groups for everything. Teacher says he is keeping up with the work so has no need to drop him down and I know(from seeing him do his homework & looking through his school books) that he is finding numeracy a breeze. He is reading Harry Potter at the moment as his school book & reads all sorts of things at home so am struggling to understand how his reading comprehension was so low? Think what I am most concerned about is that in YR 4 they will use the YR3 results to group and he will drop down, any advice/experience of this would be greatly appreciated!

Babyhouse - it might be worth asking what the teacher assessment levels for your son are. QCA tests assess specific skills and do not cover everything.

Ask teacher if Yr4 grouping will take teacher assessment into account as well as QCA results. If she (although teacher could be male but calling 'her' she helps separate from your DS!!!) has him in her top groups then either the children in that group are all working at 2a or else he did not do as well on the test as he does in class and that should be taken into account for next year.

Thanks for reply, I did ask but is a supply teacher as DS's teacher has been away ill for past 2 months. She said it depends on who is with the class for last half term. She is great(as is regular one) and has really pushed him, ie. had only been tested on x2,5,10 tables until she got there, now has daily tests and knows x3,4,6 and almost 7's!
She says he is fine where he is but is at bottom of top group(6 kids inc. him, others are very bright, top level 3's and 4's from what I have heard. I also know kids in lower groups who have got better results than DS but obviously others who didnt too. Just concerned that he has a block in tests and how we get round this! also know they have had no reading comprehension work during the year, do u think it could be that he's just not used to it? She has been really helpful and suggested some stuff i can get him to work on which I am going to try but cant help thinking it is a bit late for this year..
Having worked with him for a couple of months I think she wouldnt be keeping him in that group if she didnt think he was able, just seems to be a big difference in his and his(group) peers results.