We do generally say that each year 3 points is satisfactory. 4 points would be very good as that would equate to 2/3 level for all children on average. Across KS2 this would move a 1b childre to 4c- which I feel would be very good- 8 sub levels. 9 sub levels or more I would say was outstanding, personally. This would mean a year group avergae in Y2 of 15 points (2b) would be 33 points in Y6 (L5!!) So, I accept around 3.5 average as good. Whilst we agree similar APS progress expectations in KS1, it's not always straightforward as it depends on 2 things: 1- how many children in Y1 enter the key stage within the National Curriculum levels 2- where you equate the FS points to levels- we have had endless debates about this one! However, there are some serious flaws in the system: If 6 FS points is the expectation by thew end of Reception, then a child at 6 points coming into Y1 would be expected to acheive 2b (15 points) by the Y2 tests, if you work backwards assuming 1 level in 2 years for satisfactory progress this means the child whould be a 1b at the beginning of Y1.However, officially, there is only a score of 9 points for L1 (no sublevels). This raises a number of issues, firstly, 6 points (in my opinion) does not equate to 1b (I would say 1c but it's still not a perfect fit as the FS scales are very wide-ranging and they have found little correlation between most scales and KS1 outcomes). This means, in 2 years, to make satisfactory progress the child needs to make 4 sub levels in 2 years (8 points), making 4 points per year satisfactory for this 'average' child. Also, if your school is not breaking down L1 and giving all L1 children 9 points on entry to KS1, if a 1c child makes 6 points, they reach 2c which is not the expcted level. If a 1b (also given 9 points) makes 6 points progress they reach 2b (average/expected). A 1a, also given 9 points, makes 6 points and reaches 2a, an above average/expected level. Children entering the Key Stage still at FS points also make progress difficult to measure. Some children might not access NC levels until towards the end of Y1 or later. So how do you average out the progress of a child who enters on 4 points and does not access 1c until March of Year 1? The other issue might be that a child entering, say Y2, at 1a could be at the very bottom end of 1a (just 1 mark into the sub level). They might progress through the sub level and into 2c and be at the very top of 2c sub level (1 mark away fom 2b) by the May test. However, the child will only be awarded 2 points. By July, they may be into 2b and have made 2/3 of a level (4 points). However, because they were at the very bottom of the 1a sub level and they were assessed in May their progress looks inadequate. Trying to measure 1/2 a level a year when the steps are given in 1/3 of levels is pretty difficult. We can't measure 3 points in the year for 1 child, only as an averageof the class/group but the avergae may be skewed by the issues above. When Dearing wrote the levels, he never meant for them to be assessed other than at the end of the key stage. Measuring each year is virtually impossible! There are also lots of transfer issues from Key Stage 1 into Key Stage 2 because level 3 is 21 points with no sub levels. So, in short, yes 1 point per term, 3 points per year, 6 points (1 level) in 2 years is satisfactory. 3.5, perhaps 4 is good. But other factors need to be taken into consideration and the results and averages drilled down at the end of the year. Sorry if this clouds the issue even more, but we have been handed an impossible set of yard sticks! www.ofsted.gov.uk/.../Infosheet%201%20(Word%20format).doc This document does make a look simple, but I beg to differ!