End of Year 2
The aims of this meeting:
To inform you about how we level
your child’s learning.
To inform you of our expectations.
To inform you of ways you can help
your child to reach his or her full
Assessment for Learning
This helps teachers to know exactly
where the children are in their
Targets are used to help children
move on to the next step
It is a continuous process.
Formal teacher assessment
Your child’s attainment (level) in
reading, writing, maths and science is
formally reported to the Local
Authority at the end of Year 2.
Assessments from your child’s time
in Year 2 are taken into account when
deciding upon their end of year level.
What do we mean by levels?
Children working at this level in Year 2 will usually
have Special Educational Needs and will be on the
Special Needs Register.
Level 1 (1C, 1B, 1A):
The national expectation for the end of Year 1 is 1A.
Level 2 (2C, 2B, 2A):
The national expectation for the end of Year 2 is 2B.
If your child is working at this level in Year 2 s/he
is working above national expectations.
How we assess
your child’s level
in reading, writing
Reading attainment targets
Pupils recognise familiar words in simple texts. They use their
knowledge of letters and sound-symbol relationships in order to
read words and to establish meaning when reading aloud. In
these activities they sometimes require support. They express
their response to poems, stories and nonfiction by identifying
aspects they like.
Pupils' reading of simple texts shows understanding and is
generally accurate. They express opinions about major events or
ideas in stories, poems and nonfiction. They use more than one
strategy, such as phonic, graphic, syntactic and contextual, in
reading unfamiliar words and establishing meaning.
Pupils read a range of texts fluently and accurately. They read
independently, using strategies appropriately to establish
meaning. In responding to fiction and nonfiction they show
understanding of the main points and express preferences. They
A child working at Level 1 will:
Recognise familiar words in simple texts.
Use their phonic knowledge to sound CVC
and familiar words independently.
Understand what they are reading.
Say what they like about a story, poem or
Predict what might happen next in a story.
A child working at Level 2 will:
Read the majority of a text accurately.
Know when they have made mistakes.
Use more than one strategy to decode
Use the punctuation in a sentence to read
Retell the story.
Discuss the text giving an opinion or
Read a text fluently and accurately.
Use appropriate expression for the text
(voices for characters, following humour
and sense of the text).
Use a range of strategies to read unfamiliar
Talk about a text in detail and justify
preferences with reference to the text.
Talk about how a text has been written and
The children learn about a variety
of genres over the course of the
Fiction, retell, recount,
letters/postcards and information
Writing attainment targets
Pupils' writing communicates meaning through simple words and
phrases. In their reading or their writing, pupils begin to show awareness
of how full stops are used. Letters are usually clearly shaped and
Pupils' writing communicates meaning in both narrative and non-narrative
forms, using appropriate and interesting vocabulary, and showing some
awareness of the reader. Ideas are developed in a sequence of
sentences, sometimes demarcated by capital letters and full stops.
Simple, monosyllabic words are usually spelt correctly, and where there
are inaccuracies the alternative is phonetically plausible. In handwriting,
letters are accurately formed and consistent in size.
Pupils' writing is often organised, imaginative and clear. The main
features of different forms of writing are used appropriately, beginning to
be adapted to different readers. Sequences of sentences extend ideas
logically and words are chosen for variety and interest. The basic
grammatical structure of sentences is usually correct. Spelling is usually
accurate, including that of common, polysyllabic words. Punctuation to
mark sentences - full stops, capital letters and question marks - is used
By the end of Year 1, the national expectation is
that children will have achieved Level 1A.
Writing at 1A should show simple sentences with a
capital letter at the beginning and a full stop at the
end, but this may not be consistent.
Letters should be correctly formed and there
should be spaces between words.
Simple words should be spelt correctly and
children should use their phonic knowledge to
attempt more difficult words.
By the end of Year 2 children are expected to be
working securely at Level 2 (Level 2B or higher).
Writing should now communicate ideas in more
detail using some interesting vocabulary, including
adjectives and a range of connectives (and, but,
As well as using full stops and capital letters
largely accurately, children try to use other
punctuation in their writing, particularly question
and exclamation marks.
Handwriting is clear and the spelling of common
words becomes more consistent.
Some children may achieve beyond the expected
level and will be working at level 2A or Level 3.
Level 3 writing is longer and has a more clearly
organised and more developed beginning, middle
It contains clearer detail and adventurous word
choices with varied connectives.
Punctuation may now include commas and speech
marks and handwriting is either joined or fluent in
terms of style.
The main areas of maths are:
Using and Applying
Number (including calculating)
Space, Shape and Measures
This is the area of
maths that relates to
Attainment target 2: Ma2 Number and algebra
• Level 1
• Pupils count, order, add and subtract numbers when solving problems involving up to
10 objects. They read and write the numbers involved.
• Level 2
• Pupils count sets of objects reliably, and use mental recall of addition and subtraction
facts to 10. They begin to understand the place value of each digit in a number and
use this to order numbers up to 100. They choose the appropriate operation when
solving addition and subtraction problems. They use the knowledge that subtraction is
the inverse of addition. They use mental calculation strategies to solve number
problems involving money and measures. They recognise sequences of numbers,
including odd and even numbers.
• Level 3
• Pupils show understanding of place value in numbers up to 1000 and use this to
make approximations. They begin to use decimal notation and to recognise negative
numbers, in contexts such as money and temperature. Pupils use mental recall of
addition and subtraction facts to 20 in solving problems involving larger numbers.
They add and subtract numbers with two digits mentally and numbers with three
digits using written methods. They use mental recall of the 2, 3, 4, 5 and 10
multiplication tables and derive the associated division facts. They solve whole-
number problems involving multiplication or division, including those that give rise to
remainders. They use simple fractions that are several parts of a whole and
recognise when two simple fractions are equivalent.
Shape, Space and
This area of maths
includes shape, pattern,
time, measures (length,
mass and capacity) and
position and direction.
Attainment target 3: Ma3 Shape, space and measures
• When working with 2-D and 3-D shapes, pupils use everyday language to
describe properties and positions. They measure and order objects using
direct comparison, and order events.
• Pupils use mathematical names for common 3-D and 2-D shapes and
describe their properties, including numbers of sides and corners. They
distinguish between straight and turning movements, understand angle as a
measurement of turn, and recognise right angles in turns. They begin to use
everyday non-standard and standard units to measure length and mass.
• Pupils classify 3-D and 2-D shapes in various ways using mathematical
properties such as reflective symmetry for 2-D shapes. They use non-
standard units, standard metric units of length, capacity and mass, and
standard units of time, in a range of contexts.
This involves collecting
information and presenting it in
different ways, for example lists,
tables, pictograms and block
The children are also required to
interpret the information
contained in tables and graphs to
Attainment target 4: Ma4 Handling data
This attainment target does not apply at key stage 1.
Pupils sort objects and classify them, demonstrating the criterion
they have used.
Pupils sort objects and classify them using more than one
criterion. When they have gathered information, pupils record
results in simple lists, tables and block graphs, in order to
communicate their findings.
Pupils extract and interpret information presented in simple tables
and lists. They construct bar charts and pictograms, where the
symbol represents a group of units, to communicate information
they have gathered, and they interpret information presented to
them in these forms.
Using and Applying
This area deals with applying
facts learned in other areas of
maths to solve problems.
It is a key factor that the children
can use what they learn in the
classroom and apply their
knowledge in real life situations. .
Attainment target 1: Ma1 Using and applying mathematics
Teachers should expect attainment at a given level in this attainment target
to be demonstrated through activities in which the mathematics from the
other attainment targets is at, or very close to, the same level.
Pupils use mathematics as an integral part of classroom activities. They
represent their work with objects or pictures and discuss it. They recognise
and use a simple pattern or relationship.
Pupils select the mathematics they use in some classroom activities. They
discuss their work using mathematical language and are beginning to
represent it using symbols and simple diagrams. They explain why an
answer is correct.
Pupils try different approaches and find ways of overcoming difficulties that
arise when they are solving problems. They are beginning to organise their
work and check results. Pupils discuss their mathematical work and are
beginning to explain their thinking. They use and interpret mathematical
symbols and diagrams. Pupils show that they understand a general
statement by finding particular examples that match it.
These will take place at the beginning of the
The children's progress is measured by a
process of continuous assessment.
Teacher assessment will determine the
overall level children are awarded.
All tests are merely a guideline.
Reading tasks for children working at
Comprehension paper for those working at
Level 2 or above.
Children who achieve 2A in the
comprehension may then sit the Level 3
Two writing tasks, one longer and one
Spelling test (mark contributes to the
overall writing level). Children must label a
series of pictures and complete a series of
sentences with missing words dictated by
the teacher. The whole word must be spelt
correctly for a mark.
Handwriting also contributes to overall
Maths tasks for children working at Level 1.
Written paper containing oral questions for
children working at Level 2.
Some children that achieve Level 2A will
take the Level 3 paper.
SATs: Science and
Speaking & Listening
Science is based purely on teacher
assessment: there is no paper.
Speaking and listening is also based on
teacher assessment. Children should
speak clearly and with confidence and
control; show an awareness of the
audience; use standard English and listen,
respond and remember.
We now invite you to
have a look at a range of
These include examples
of SATs papers, Level 1
and Level 2 books.
Thank you for