A friend of mine has a child in Year 2 at a primary school who groups the children (within the same class) as high, middle, lower ability. They are in the same group for all aspects of literacy and numeracy. The groups determine the work they are given in class (apart from the whole-class teaching aspect) and also determine the homework. She is concerned because her child was teacher assessed as level 2cs at the end of Year 1 in literacy and numeracy, but is in the middle group in Year 2. Child had reading age of over 8 years at beginning of Year 2 and has early May birthday. She's concerned that if child stays in middle group throughout school, she will not achieve level 5s at KS2 (as the are above middle?) but if you project level 2c at end of Year 1 forward to end year 6 at 2 sub-levels per year (average progress?) you end up with Level 5b as follows: year 1 2c year 2 2a year 3 3b year 4 4c year 5 4a year 6 5b I see what she is saying and it puzzles me too. Can anyone explain this one please? I also wonder how the setting works. The notion of being in the same group for everything puzzles me. At the primary I help out at, they are in different ability groups for guided reading, spelling, writing, numeracy. So a child with different strengths could be in 4 different groupings. What do you think of these two methods of setting? I have a secondary teaching background, and a primary volunteering role, so it's all double dutch to me!!