This document provides guidance for teachers on tracking student progress in math and ensuring students achieve at least 3 levels of progress. It recommends setting long-term targets using a formula, tracking progress half-termly, identifying gaps through assessments, and addressing weaknesses through targeted instruction. A variety of resources are described to support this process, including pupil tracking sheets, half-termly tests, weekly basic skills assessments, and a whole class record sheet to monitor performance and inform instruction.

1. A minimum 3 levels progress
FOR ALL PUPILS
We’ll get you there

2. What’s the issue?
 Not all pupils are making at least 3 levels progress.
 And most progress happens in Year 11.
 Some pupils make much slower progress in the other
years, particularly at KS3!
What should I do?
 Start by setting the Long Term Targets for all pupils by using
our formula click on this link (SETTING TARGETS)
 The formula assumes at least 6 sub levels progress in KS3
and a further level at KS4. At KS3, that translates to 2 sub
levels in Yrs 7, 8 & 9

3. How do pupils know what progress they
are making against their targets?
 Read this then click here for the PUPIL TRACKING SHEET.
These are available L1-L8
 The tracking sheet shows what level & sub level that Abigail
was assessed at the end of the previous year (ie 3A), & where
the teacher for the new academic year has to get her to by the
end of that year (ie 4B) as a minimum expectation.
 Underneath, is the APP criteria at the level that the pupil is
working at & will be formally assessed against once every half
term so that the pupil’s progress towards the target is measured
regularly
 How much progress is being made - and how quickly - can be
seen simply & clearly by both pupil and teacher.

4. How does the tracking sheet work?
 Use the Half Termly Tests provided (click here to
see an example of one). There are 6 of these (one
per half term) at every level (L1-8). Answer sheets
are provided.
 Give each pupil the single level test at the level which
you think that they are currently operating
 They take an hour for pupils to complete. Each
question tests a specific criteria. ie Q1 tests APP
criteria 1; Q2 tests APP criteria 2 etc….
 If a pupil gets the question completely right, you put a
cross in the corresponding cell on the tracking sheet;
a line if partially right and a dot if wrong.

5. How do I award a level from the test?
 Count the number of crosses awarded on the half
termly test. Then put that number in the single
row table at the bottom of the tracking sheet &
that shows where they are to a sub level
 The teacher & pupil can now see how many more
crosses ire needed on the next helf termly test (in
six weeks time) to move up into the next sub level
 The teacher goes to the lines on the tracking
sheet to identify 4 or 5 targets that the pupil will
keep for the next half term - knowing that if these
can be converted into crosses by the time of the
next half term test, the pupil will have moved up a
sub level.
 Use this Pupil Target Sheet (click here to see)
to cut and paste the pupils’ targets onto. They
become their Maths targets for the next half term

6. How are Maths targets achieved?
 Pupils take out their Target Sheet every time they do
Maths so the teacher doesn’t have to commit
everyone’s individual targets to memory
 The teacher teaches the scheme as normal but finds
the time when teaching, to discuss targets with pupils
 So does the Teaching Assistant
 But the main way to help pupils is to give them a
Weekly Basic Skills Assessment. (click here to see
an example of one) There are 15 of these at every
level and 15 at every bridging level eg L4/5
 The pupils take the weekly basic skills assessments in
class at the level or bridging level they are currently
working at.
 They get a chance on these assessments to get right
their target questions.
 They also get the chance to keep getting right those
questions they’ve previously been getting right so that
learning isn’t lost

7. Are the weekly basic skills a test?
No - they are assessments NOT tests.
 Pupils get help from the teacher & TA while they
are doing them - they only take 20 minutes
 And answer sheets are provided - so pupils, or
their marking partner, can mark them
 The idea is to learn through assessment
 Further help to achieve their targets is given to
pupils through use of Prompt Sheets
 Give pupils the prompt sheet at the level they are
working at (click here to view an example of a
prompt sheet). These are available for Ls 3-8
 Pupils use the prompt sheets to learn for
themselves how to answer their target questions
 The prompt sheets are great for homework
 Parents love using them to help their children
 For an example of a record sheet for the weekly
basic skills assessments click here

8. How do I identify gaps in pupils’ learning?
 Dot line & crosses from half termly tests are
copied and pasted onto this Maths class record.
(click here to view Maths Class Record)
 These are for the teacher to maintain an
overview of class performance
 They identify gaps in T&L, which informs
planning.
 Teachers use these assessments to change
what was planned to teach. Now teaching to
the gaps in learning identified by the
assessments.
 The scheme isn’t abandoned, just modified to
address gaps in pupils’ learning.
 We teach the pupils not the scheme!
 They also give an indication of ability groups to
inform class organisation and differentiation and
show the children requiring intervention and
extension work.

9. What do I do about the gaps in pupils’ learning?
 To view the whole class record sheet Click here
 You can see the areas highlighted in yellow are
whole class weaknesses
 Ratio, for eg, shows only two pupils getting that
question right - why not teach ratio in your
mental/oral starters over the next two weeks?
 There’s a whole area, Shape and Space (APP
criteria 14-18), in yellow. Another class
weakness - why not teach this as a mini topic
 Areas highlighted in blue show a smaller
number of pupils not getting it eg APP criteria 4
 These can be dealt with through a more
personalised intervention by the teacher
 Or why not ask the TA to tackle some of these
 Your aim is to ensure over a half term, that you
turn as many lines and dots into crosses as
possible
 So the whole class record sheet replaces your
mark book & restarts after every half term test.

10. What about Key Stage 4?
These resources are now available for
KS4 as well.

11. How Can I Get the Resources?
Click here to find out
how I order these
QuickTime™ and a
Maths products for
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