Lancashire Professional Development Service helps educational settings like schools and academies to realise the full potential of their children and young people, by providing professional training, bespoke consultancies and inspiring resources. All of our curriculum resources are designed by highly experienced teaching and learning consultants.
Lancashire Professional Development Service helps educational settings like schools and academies to realise the full potential of their children and young people, by providing professional training, bespoke consultancies and inspiring resources. All of our curriculum resources are designed by highly experienced teaching and learning consultants.
The Lancashire Mathematics Assessment Tests are designed to support teachers in confirming their teacher assessments at the end of each term.
They complement the Lancashire Mathematics Planning Support Disc, the Mathematics Learning and Progression Steps (LAPS) and also the Lancashire KLIPs Assessment system. They can, however, be used alongside any other assessment systems.
The end of Summer term tests assess only the content of the mathematics curriculum that has been covered within the Planning Support Disc for that term. The questions are also pitched against a realistic expectation of what children should have achieved up to that point in time, which corresponds to the first parts within the Learning and Progression Steps.
This means that the tests will only measure whether a child is either on track to achieve the end of year expectations or whether they are not. The results will not give a precise attainment score for children working outside of the year group expectations, however, if a child in Year 4 is suspected of achieving in line with a child beginning to learn the Year 3 curriculum, then they could sit the Year 3 tests to confirm a teacher assessment of ‘Entering’ Year 3.
The end of Summer term tests will assess whether a child has achieved the end of year expectations for that year.
The tests for Year 6 will assess the Year 6 curriculum only and therefore will not be representative of the national end of Key Stage 2 test papers, which assess content from across the whole Key Stage.
The tests are designed to resemble the national end of key stage tests in both appearance, structure and question design. They will therefore support children in becoming familiar with the national end of Key Stage tests.
The Lancashire Mathematics Assessment Tests are designed to support teachers in confirming their teacher assessments at the end of each term.
They complement the Lancashire Mathematics Planning Support Disc, the Mathematics Learning and Progression Steps (LAPS) and also the Lancashire KLIPs Assessment system. They can, however, be used alongside any other assessment systems.
The end of Summer term tests assess only the content of the mathematics curriculum that has been covered within the Planning Support Disc for that term. The questions are also pitched against a realistic expectation of what children should have achieved up to that point in time, which corresponds to the first parts within the Learning and Progression Steps.
This means that the tests will only measure whether a child is either on track to achieve the end of year expectations or whether they are not. The results will not give a precise attainment score for children working outside of the year group expectations, however, if a child in Year 4 is suspected of achieving in line with a child beginning to learn the Year 3 curriculum, then they could sit the Year 3 tests to confirm a teacher assessment of ‘Entering’ Year 3.
The end of Summer term tests will assess whether a child has achieved the end of year expectations for that year.
The tests for Year 6 will assess the Year 6 curriculum only and therefore will not be representative of the national end of Key Stage 2 test papers, which assess content from across the whole Key Stage.
The tests are designed to resemble the national end of key stage tests in both appearance, structure and question design. They will therefore support children in becoming familiar with the national end of Key Stage tests.
The Lancashire Mathematics Assessment Tests are designed to support teachers in confirming their teacher assessments at the end of each term.
They complement the Lancashire Mathematics Planning Support Disc, the Mathematics Learning and Progression Steps (LAPS) and also the Lancashire KLIPs Assessment system. They can, however, be used alongside any other assessment systems.
The end of Summer term tests assess only the content of the mathematics curriculum that has been covered within the Planning Support Disc for that term. The questions are also pitched against a realistic expectation of what children should have achieved up to that point in time, which corresponds to the first parts within the Learning and Progression Steps.
This means that the tests will only measure whether a child is either on track to achieve the end of year expectations or whether they are not. The results will not give a precise attainment score for children working outside of the year group expectations, however, if a child in Year 2 is suspected of achieving in line with a child beginning to learn the Year 1 curriculum, then they could sit the Year 1 tests to confirm a teacher assessment of `Entering’ Year 1.
The end of Summer term tests will assess whether a child has achieved the end of year expectations for that year.
The tests are designed to resemble the national end of key stage tests in both appearance, structure and question design. They will therefore support children in becoming familiar with the national end of Key Stage tests.
The Lancashire Mathematics Assessment Tests are designed to support teachers in confirming their teacher assessments at the end of each term.
They complement the Lancashire Mathematics Planning Support Disc, the Mathematics Learning and Progression Steps (LAPS) and also the Lancashire KLIPs Assessment system. They can, however, be used alongside any other assessment systems.
The end of Spring term tests assess only the content of the mathematics curriculum that has been covered within the Planning Support Disc for that term. The questions are also pitched against a realistic expectation of what children should have achieved up to that point in time, which corresponds to the first parts within the Learning and Progression Steps. This ensures the assessments for the end of the Spring term are not against end of year expectations.
This means that the tests will only measure whether a child is either on track to achieve the end of year expectations or whether they are not. The results will not give a precise attainment score for children working outside of the year group expectations, however, if a child in Year 4 is suspected of achieving in line with a child beginning to learn the Year 3 curriculum, then they could sit the Year 3 tests to confirm a teacher assessment of ‘Entering’ Year 3.
The end of Spring term tests will assess whether a child is on track to achieve the end of year expectations at that point in time. The end of Summer term tests will assess whether a child has achieved the end of year expectations for that year.
The tests for Year 6 will assess the Year 6 curriculum only and therefore will not be representative of the national end of Key Stage 2 test papers, which assess content from across the whole Key Stage.
The tests are designed to resemble the national end of key stage tests in both appearance, structure and question design. They will therefore support children in becoming familiar with the national end of Key Stage tests.
The Lancashire Mathematics Assessment Tests are designed to support teachers in confirming their teacher assessments at the end of each term.
They complement the Lancashire Mathematics Planning Support Disc, the Mathematics Learning and Progression Steps (LAPS) and also the Lancashire KLIPs Assessment system. They can, however, be used alongside any other assessment systems.
The end of Spring term tests assess only the content of the mathematics curriculum that has been covered within the Planning Support Disc for that term. The questions are also pitched against a realistic expectation of what children should have achieved up to that point in time, which corresponds to the first parts within the Learning and Progression Steps. This ensures the assessments for the end of the Spring term are not against end of year expectations.
This means that the tests will only measure whether a child is either on track to achieve the end of year expectations or whether they are not. The results will not give a precise attainment score for children working outside of the year group expectations, however, if a child in Year 4 is suspected of achieving in line with a child beginning to learn the Year 3 curriculum, then they could sit the Year 3 tests to confirm a teacher assessment of `Entering’ Year 3.
The end of Spring term tests will assess whether a child is on track to achieve the end of year expectations at that point in time. The end of Summer term tests will assess whether a child has achieved the end of year expectations for that year.
The tests for Year 6 will assess the Year 6 curriculum only and therefore will not be representative of the national end of Key Stage 2 test papers, which assess content from across the whole Key Stage.
The tests are designed to resemble the national end of key stage tests in both appearance, structure and question design. They will therefore support children in becoming familiar with the national end of Key Stage tests.
The Lancashire Mathematics Assessment Tests are designed to support teachers in confirming their teacher assessments at the end of each term.
They complement the Lancashire Mathematics Planning Support Disc, the Mathematics Learning and Progression Steps (LAPS) and also the Lancashire KLIPs Assessment system. They can, however, be used alongside any other assessment systems.
The end of Spring term tests assess only the content of the mathematics curriculum that has been covered within the Planning Support Disc for that term. The questions are also pitched against a realistic expectation of what children should have achieved up to that point in time, which corresponds to the first parts within the Learning and Progression Steps. This ensures the assessments for the end of the Spring term are not against end of year expectations.
This means that the tests will only measure whether a child is either on track to achieve the end of year expectations or whether they are not. The results will not give a precise attainment score for children working outside of the year group expectations, however, if a child in Year 2 is suspected of achieving in line with a child beginning to learn the Year 1 curriculum, then they could sit the Year 1 tests to confirm a teacher assessment of ‘Entering’ Year 1.
The end of Spring term tests will assess whether a child is on track to achieve the end of year expectations at that point in time. The end of Summer term tests will assess whether a child has achieved the end of year expectations for that year.
The tests are designed to resemble the national end of key stage tests in both appearance, structure and question design. They will therefore support children in becoming familiar with the national end of Key Stage tests.
The Key Learning documents are based on the programmes of study from the National Curriculum and pinpoint the key pieces of learning in each year group for Y1 to Y6.
They build upon the statutory elements to provide teachers with more specific guidance, further examples or additional and relevant objectives to ensure clarity, cohesion and continuity.
This package will enable you to identify the Key Learning within English and Mathematics. The subjects included are as follows:
English (Reading)
English (Writing)
Mathematics
Spoken Language
Intent, Implementation and Impact of your curriculum!
These documents will support subject leaders and senior leaders in reflecting on the provision for the different subjects within your school curriculum and how these meet the specific needs of your children. This reflects the emphasis on the whole curriculum in the Ofsted inspection framework from September 2019.
The aim of the Examining Teaching and Learning in… documents is to provide subject leaders with a precise evaluation of the provision for their subject. Once conducted, the information can then be used as a basis for:
the subject improvement plan;
a discussion during an Ofsted inspection;
a position statement report to the governing body; and
general discussions about the subject with senior leaders and teachers in school.
The questions and prompts within the resources have been carefully designed to ensure consistency in a school’s approach to evaluation by the subject leader whilst also focusing on the individual characteristics of each subject area. They can be independently used by schools or be provided as part of a subject specific ‘Health Check’ provided by one of the Lancashire Teaching and Learning Consultants.
Subjects included in this bundle:
Art & Design
Computing
Design Technology
English
Geography
History
Mathematics
Languages
Music
Physical Education
PSHE
Science
Intent, Implementation and Impact of your curriculum!
These documents will support subject leaders and senior leaders in reflecting on the provision for the different subjects within your school curriculum and how these meet the specific needs of your children. This reflects the emphasis on the whole curriculum in the Ofsted inspection framework from September 2019.
The aim of the Examining Teaching and Learning in… documents is to provide subject leaders with a precise evaluation of the provision for their subject. Once conducted, the information can then be used as a basis for:
the subject improvement plan;
a discussion during an Ofsted inspection;
a position statement report to the governing body; and
general discussions about the subject with senior leaders and teachers in school.
The questions and prompts within the resources have been carefully designed to ensure consistency in a school’s approach to evaluation by the subject leader whilst also focusing on the individual characteristics of each subject area. They can be independently used by schools or be provided as part of a subject specific ‘Health Check’ provided by one of the Lancashire Teaching and Learning Consultants.
The tests are designed to resemble the national end of key stage tests in both appearance, structure and question design and have been written by consultants involved in development of the national tests. They will therefore support children in becoming familiar with the end of Key Stage tests.
The Lancashire Mathematics Assessment Tests are designed to support teachers in confirming their teacher assessments at the end of each term.
They complement the Lancashire Mathematics Planning Support Disc which revisits curriculum content on a termly basis, which has been identified through research by Ofsted as the most effective approach to learning. They also complement the Mathematics Learning and Progression Steps (LAPS), which provide approximate end of term expectations, and the Lancashire KLIPs Assessment system. They can, however, be used alongside any other assessment systems.
The end of Autumn term tests assess only the content of the mathematics curriculum that has been covered within the Planning Support Disc for that term. The questions are also pitched against a realistic expectation of what children should have achieved up to that point in time, which corresponds to the first parts within the Learning and Progression Steps. This ensures the assessments for the end of Autumn and Spring terms are not against end of year expectations. This means that the tests will only measure whether a child is either on track to achieve the end of year expectations or whether they are not.
The Lancashire Mathematics Team will not produce a marking threshold to indicate attainment as the tests are intended to be used to support the teacher’s professional judgement of the children’s abilities.
The tests are designed to resemble the national end of key stage tests in both appearance, structure and question design and have been written by consultants involved in development of the national tests. They will therefore support children in becoming familiar with the end of Key Stage tests.
The Lancashire Mathematics Assessment Tests are designed to support teachers in confirming their teacher assessments at the end of each term.
They complement the Lancashire Mathematics Planning Support Disc which revisits curriculum content on a termly basis, which has been identified through research by Ofsted as the most effective approach to learning. They also complement the Mathematics Learning and Progression Steps (LAPS), which provide approximate end of term expectations, and the Lancashire KLIPs Assessment system. They can, however, be used alongside any other assessment systems.
The end of Autumn term tests assess only the content of the mathematics curriculum that has been covered within the Planning Support Disc for that term. The questions are also pitched against a realistic expectation of what children should have achieved up to that point in time, which corresponds to the first parts within the Learning and Progression Steps. This ensures the assessments for the end of Autumn and Spring terms are not against end of year expectations. This means that the tests will only measure whether a child is either on track to achieve the end of year expectations or whether they are not.
The Lancashire Mathematics Team will not produce a marking threshold to indicate attainment as the tests are intended to be used to support the teacher’s professional judgement of the children’s abilities.
The Learning and Progression Steps (LAPS) are designed to scaffold the learning required in order to meet the expectations of the National Curriculum in Mathematics. Statements in the Lancashire Key Learning for Mathematics document have been broken down into smaller steps to support teachers in planning appropriate learning opportunities. These key pieces of learning will support pupils in becoming fluent in the knowledge and skills of the curriculum and ensure that the learning is effective and sustained.
The number of steps is dependent on the learning and do not constitute expectations for the end of each term.
The final step in the progression for each strand of learning is the end of year expectation.
The Learning and Progression Steps (LAPS) have been derived from the Lancashire Key Learning in Mathematics statements, identified primarily from the National Curriculum programmes of study.
How might Learning and Progression Steps (LAPS) in Maths be useful?
Learning and Progression Steps (LAPS) may be used in a number of ways. For whole class teaching, LAPS may be used to support differentiation. When planning, it may be appropriate to use LAPS statements to inform learning objectives for a session or number of sessions. Learning and Progression Steps (LAPS) in Maths should be selected according to the learning needs of the individual or group. Emphasis however, should always be on developing breadth and depth of learning to ensure skills, knowledge and understanding are sufficiently embedded before moving on.
The LAPS should not be used as an assessment tool, but they can inform teachers about children’s progress towards the end of year expectations at the end of each term.
This bundle pack contains the full set of tables (2-12) and offers a saving of almost 10%.
Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. These packs contain resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts.
These resources will support children in being successful with the new Multiplication Tables Check for Year 4 children.
Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 12 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts.
This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.
Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 11 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts.
This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.
Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 10 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts.
This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.
Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 9 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts.
This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.
Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 8 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts.
This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.
Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 7 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts.
This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.
Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 6 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts.
This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.
