All the level 1 AFs say 'In some writing, usually with support'. We are working to define what support means so there is continuity - I have seen it practised as 1 to 1 support to get a child to put pen to paper. When they came to me, almost all my class (except SEN) had been given L1b or 1a or 2c because they had just begun to work without support, so I got targets for the end of Y2 2a/3 based on this The more able have moved on, but I expect Y2 to do assessment tasks without support, which means they still don't achieve L2. Before we had this crazy scheme, children came through with levels based on unsupported assessment tasks so you knew where they were. How does anyone else cope with this?