St Mary’s C of E Primary – Spring 2013

 To secure better outcomes for children at St Mary’s  To share actions we are already taking  To improve partnership working  To share ideas for the future  To dispel some common myths

 We will ensure that children experience a broad and balanced curriculum  We want every child to be able to read, write and understand maths to a level that allows them to access the Secondary curriculum  We want every child to work to their ability and make good progress  We will refer to our Ofsted action plan but want you to remember that… WE ARE TAKING THESE STEPS BECAUSE WE KNOW THEY ARE RIGHT FOR THE CHILDREN

 The Early Years Foundation Stage measures progress against the 17 Early Learning Goals  Average point score- measuring group attainment and progress  KS1 and KS2 progress and attainment is also measured in sub-levels; ◦ Wc, Wb, Wa, 1c, 1b, 1a, 2c, 2b, 2a up to level 6

 4 sub-levels throughout Key Stage 1  3 sub- levels throughout lower Key Stage 2  4 sub- levels throughout upper Key Stage 2  2 full levels from the end of Key Stage 1 to the end of Key Stage 2 i.e 2a-4a, 3c-5c

Reports Progression of National Curriculum Grades (levels are end of year expectations based on published National average statistics) W1c1b1a2c2b2a3c3b3a4c4b4a 5c5b5a Yr 1Yr 2Yr 3Yr 4Yr 5Yr 6 ******** progress is as follows:- Maths Level Attained at end of Y2 Level Attained at end of Y3 Level Attained at end of Y4 Level Attained at end of Y5 Current Level in Year 6 End of Year 6 Target 2a3b4c4a5c5b Writing Level Attained at end of Y2 Level Attained at end of Y3 Level Attained at end of Y4 Level Attained at end of Y5 Current Level in Year 6 End of Year 6 Target 2b3c3a4c4b4a Reading Level Attained at end of Y2 Level Attained at end of Y3 Level Attained at end of Y4 Level Attained at end of Y5 Current Level in Year 6 End of Year 6 Target 3c4c4a5b 6c

Number Ma2 Lev el Numbers and the number system FDPRPOperations and the relationships between them Mental methodsSolving numerical problems Written and calculator methods 2bBegin to understand the place value of each digit, use this to order numbers to at least 100. Recognise sequences of number including odd and even numbers. Continue a number sequence that increases or decreases in regular steps. Count sets of objects reliably including grouping objects in 10s, 2s, and 5s. Begin to use halves and quarters in practical situations e.g., sharing sweets between four and getting a quarter each Relate the concept of half of a small quantity to the concept of half of a shape e.g. shade one half or one quarter of a given shape. Recognise subtraction is the inverse of addition. Use the knowledge of inverses to write related number sentences. e.g = = ? = 14 Begin to understand subtraction as ‘ difference ’ and use a number line to record. Know by heart all addition and subtraction facts for each number to 10. Use mental calculation strategies to solve simple problems using addition, subtraction involving money and measures. Identify doubles and halves of numbers up to 20. Recognise coins to 50p and choose coins to make amounts up to 50p. Begin to choose the appropriate operation and resources to solve simple problems using addition, subtraction. Use the symbols + - and = to record number sentences. 2aCount, read, write and order accurately to at least 100. Explain what each digit represents in any 2 digit number. Describe and extend simple number sequences (including odd/even numbers) Begin to understand and use unit fractions such as ½ ¼ 1/3 of shapes. Understand the operation of multiplication as repeated addition. Begin to see multiplication as an array and represent on a number line. Begin to understand division as repeated subtraction or sharing Understand halving as a way of ‘ undoing ’ doubling. Use place value to derive facts such as = 100. Know by heart facts for the 2x and 10x tables. Use mental strategies to solve simple problems using +/-, doubling & halving, explaining methods & reasoning orally. Add or subtract mentally a multiple of 10 to/from a 2 digit number. Choose the appropriate operation when solving addition and subtraction problems. Recognise all coins and choose coins to make amounts up to £ 1. Recognise equivalent amounts of money. Record mental calculations as number sentences using + - x ÷ and = symbols. Use £ sign. Ma2 Number, 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.

 Little and often  Take it in turns  Read challenging books to them (Book list)  Synthetic phonics – Do you know all the sounds?  Building a sight vocabulary  What is guided reading? WHAT ARE WE DOING THAT’S NEW?  Small groups across KS1 to secure phonic knowledge for all children and extend more able

WHAT ARE WE DOING?  Big Writing  Skills needed in each level  Marking and feedback  Impact – a real child from our school  Spelling – Look, say, cover, write, check  Handwriting

Date : Text type: 1Can write in a lively and coherent style.AF1 AF2 AF4 2Can use a range of styles confidently and independently.*AF2 AF3 3Can use interesting language to sustain and develop ideas (MUST pick up on ‘ambitious’ from 2b, may be using very adventurous language, sometimes inaccurately). AF7 4Can organise ideas appropriately for both purpose and reader (e.g. captions, headings, fonts, chapters, letter formats, paragraphs, logically sequenced events, contextual and background information etc). AF2 AF3 5Can use full stops, question marks and commas accurately.AF6 6Can write in a clear, neat and accurate cursive style. 7Can use more sophisticated connectives (e.g. although, however, nevertheless).AF4 AF5 AF7 8Can use, or attempt to use, paragraphs.AF4 9Can produce thoughtful and considered writing (uses simple explanation, opinion, justification and deduction). AF1 AF2 10Can use or attempt grammatically complex structures (e.g. expansion before and after the noun – ‘The little old man who lived on the hill…’; ‘by the lady who taught me the guitar…’; subordinate clauses – ‘I felt better when…’ AF5 11Can spell unfamiliar regular polysyllabic words accurately.AF8 12Can use nouns, pronouns and tenses accurately and consistently throughout.AF6 13Can use apostrophes and inverted commas, usually accurately.AF6 14Can select from a range of known adventurous vocabulary for a purpose, some words are particularly well chosen. AF7 15Can use connectives to give order or emphasis (e.g. ‘If… then …’; ‘We…so as to…’AF4 16Can select interesting strategies to move a story forward (e.g. characterisation, dialogue with the audience, dialogue and negotiation within context etc). AF1 AF2 17Can advise assertively, although not confrontationally, in factual writing (e.g. ‘An important thing to think about before deciding…’; ‘We always need to think about…’). AF1 AF2 18Can develop ideas in creative and interesting ways.AF1 Level 4 Essential Basic Skills should be secure at Level 4. Essential Level 3 criteria to be achieved prior to moving to Level 4: Can almost always use correct grammatical structures. Can almost always structure and punctuate sentences correctly. Can use a range of connectives. Can spell monosyllabic and common polysyllabic words correctly.

 Maths covers 4 aspects - Using and applying - Number - Shape, space and measure - Handling data  Focus on mental application of using these aspects of maths and being able to explain how and why they worked something out the way they did.  Making it practical resource/Teachers-TV-Primary-Maths-Calculation / resource/Teachers-TV-Primary-Maths-Calculation /

 Identified 4 aspects to improve - challenging children through the pitch and pace of their learning - creating more problem solving opportunities - improving marking and feedback in line with writing - ensuring maths has an equal status within the school

 Read at least 5 times a week  Read adventurous story choices to your child  Practice spellings  Include maths in day to day conversations- make it practical, money, cooking counting rather than written sums WHAT WILL WE DO? Continue to strive for improved outcomes for children at our school Focus on what we need to do Review, reflect and respond to the needs of the children