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End of year expectations for Year 1


A guide for parents and carers

This booklet provides information for parents/carers on the end of year National Curriculum expectations for children in this year group. The children will be working throughout the year towards achieving these expectations and will be assessed against them at regular intervals throughout the year. You will have the opportunity to discuss progress against these expectations at parents evening.


  • Counts to and across 100, forwards and backwards, beginning with 0 or one, or from any given number
  • Counts, reads and writes numbers to 100 in numerals; counts in multiples of twos, fives and tens
  • Given a number, identifies one more and one less
  • Represents and uses number bonds and related subtraction facts within 20
  • Recognises, finds and names a half as one of two equal parts of an object, shape or quantity
  • Compares, describes and solves practical problems for:
  1. lengths and heights eg long/short, longer/shorter, tall/short, double/half;
  2. mass/weight eg heavy/light, heavier than, lighter than;
  3. capacity and volume eg full/empty, more than, less than, half, half full, quarter; and
  4. time eg quicker, slower, earlier, later.
  • Tells the time to the hour and half past the hour and draws the hands on a clock face to show these times
  • Recognises and names common 2-D and 3-D shapes, including:
  1. 2-D shapes eg rectangles (including squares), circles and triangles;
  2. 3-D shapes eg cuboids (including cubes), pyramids and spheres.


  • Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
  • Reads accurately by blending sounds in unfamiliar words
  • Reads common exception words
  • Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
  • Develops pleasure in reading, motivation to read, vocabulary and understanding by:
  1. listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently;
  2. becoming very familiar with key stories, fairy stories and traditional tales.
  • Understands both the books they can already read accurately and fluently and those they listen to by:
  1. checking that the text makes sense to them as they read;
  2. as they read, correcting inaccurate reading;
  3. discussing the significance of the title and events; and
  4. predicting what might happen on the basis of what has been read so far.


  • Begins to form lower-case letters in the correct direction, starting and finishing in the right place
  • Writes sentences by:
  1. sequencing sentences to form short narratives; and
  2. re-reading what has been written to check that it makes sense.
  • Spells words containing each of the 40+ phonemes already taught
  • Names the letters of the alphabet in order
  • Writes from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far
  • Introduces capital letters, full stops, question marks and exclamation marks to demarcate sentences