Mmm it's tricky. To be honest, I think lots of MS schools would score a child lower than a SS would, because with the skills of specialist teaching, children can often reach goals differently than they would without it. DD1's school has children ranging from Profoundly and Multiply Learning Difficulties to Moderate Learning difficulties. I'm pretty sure that none of them would be as low as P2 for anything.
For example, P3 for Social and Communication is:
"Pupils begin to communicate intentionally. They seek attention through eye contact,
gesture or action. They request events or activities, for example, pointing to key
objects or people. They participate in shared activities with less support. They sustain
concentration for short periods. They explore materials in increasingly complex ways,
for example, reaching out and feeling for objects as tactile cues to events. They
observe the results of their own actions with interest, for example, listening to
their own vocalisations. They remember learnt responses over more extended
periods, for example, following the sequence of a familiar daily routine and
responding appropriately."
Now, I think that even kicking someone with purpose could be seen as intentional communication. So a child who is unable to reach out or talk, but could kick when happy or sad, etc., could reach P3.
Regardless, that's good news.
DD1 is in special school. I haven't had pscale reports since February (annual review time) but I think her target for this February is P7 in areas. She's year 2.
DD is quite verbal, but unclear. She still needs hand over hand to form letters, she still isn't reading (she can recognise the odd isolated word in context), etc.