Head Teacher BriefingWednesday 3rd February 2016

Aspin Points Score – Why?

• Formal removal of levels and Average Points Score• A need to measure progress in some way and show

attainment• The need to directly relate teaching to assessment• A system to which parents can relate to offering them

opportunities to support their children’s learning.

Work Done to date

• Foundation Stage ‘trialled’ this in 2013/14 refining it over the year.• FS/Y1 meeting very early on in 14/15 so that Y1 can

carry it on and start to use it in earnest.• Further meetings with Y1/2, Y2/3, Y3/4, Y4/5 and Y5/6

with the national curriculum at its heart• Y1 reporting to parents using Aspin Points Score only

Things to bear in mind…

• Not all of curriculum is on the ‘Score’ i.e. Shape, Space and Measures in Maths• It has to be measurable to be on it• It is very much ‘best-fit’ children do not have to tick

every single item, it is about having a feel for the child• It is not finished – it is a work in progress• Our most able children will need accounting for…

Principles behind Aspin Points Score• There is an upper, lower and middle expectation

for each year group – they may be discreet pieces of information • They may be certain skills a child must be expected to

learn in that year group, but the lower expectation can be seen ‘with support’, the middle seen as ‘independently’ and the upper ‘working confidently’

  Relating to The Number System

  Relating to Calculation

  Relating to Fractions & Decimals

Aspin Points Score – Number & Calculation

1 2 3 4 5 6 7 8 9             Expecte

d (FS)Expected (FS)

Expected (FS)

Can count to 10. Shows an interest in numbers and can use some number names. Can represent numbers with fingers, sets of objects or marks on paper.

Can recognise some numbers to 5. Can count sets of objects with support. Can count actions, sounds, not just objects. Can notice numerals in the environment.

Can recognise and attempts to write some numbers to 10. Can count sets of objects which cannot be moved with some accuracy. Begins to count beyond 10. Can count up to 6 objects from a larger group.

Can match numerals to sets of objects. Can recognise numbers to 10. Can attempt to write numbers to 10. Can use language more and fewer.

Can write and recognise numbers to 10. Can count sets of objects to 10 confidently. Can count beyond 10. Can recognise and writes some teens numbers. Begins to understand 1 more than.

Can write numbers to 10 and most teen numbers. Has good number formation. Can recognise numbers to 20. Can count sets of objects to 10+ Can add to 10. Begins to understand 1 more/1 less. 

Can count to 20. Can write numbers to 20. Can add (10+) by combining sets i.e. using apparatus. Can record calculations.

Is secure in use of numbers to 20. Can add by combining sets Can add by using a number line to count on. Understands Subtraction as taking away. Can find one more and one less than a number.

Can recognise, write and use numbers to 20. Can use a number line to add and subtract. Knows language related to adding and subtracting. Begins to problem solve using knowledge of doubling, sharing and halving.

10 11 12 13 14  Expected (Y1) Expected (Y1) Expected (Y1)  

Uses numbers beyond 20.

Uses mathematical knowledge to problem solve confidently.

Begins to explore multiplication and division practically.

To fully comprehend place value to 20

To recognise odd and even numbers

Recognise and create repeating patterns with objects and shapes

To be able to use mathematical knowledge acquired to solve concrete problems

Can memorise and reason with number bonds to 10 in several forms.

Realise the effect of adding 0.

Use the terms ‘’put together’, ‘add’, ‘take away’ in problem solving.

Understands multiplication and division by grouping and sharing small quantities

Doubles numbers and quantities

Finds simple fractions of objects

To count confidently to 100

To be able to count in 2’s, 5’s and 10’s confidently

Combine and increase numbers, counting forward and backwards.

Use the terms ‘’altogether’, ‘total, ‘more than & less than’ in problem solving.

Finds simple fractions of numbers and quantities

To fully comprehend place value to 100

To use numbers up to 100 in problem solving

Makes connections between arrays, number patterns, and counting in 2’s, 5’s and 10’s.

To be able to use mathematical knowledge acquired to date to solve complex problems

Can memorise and reason with number bonds to 20 in several forms.

Use the terms ‘’distance between’ and ‘difference between’ in problem solving.

Can use half and a quarter as discrete and continuous quantities by solving problems using shapes, objects and quantities.

Fluent and applies knowledge of numbers to reason with, discuss and solve problems that emphasise the value of each digit in two-digit numbers.

Begins to understand zero as a place holder.

They partition numbers in different ways to support subtraction.

Can use ‘fractions of’ discrete and continuous quantities by solving problems using shapes, objects and quantities.

15 16 17 18Expected (Y2) Expected (Y2) Expected (Y2)  

Can count, read, write and compare numbers to at least 100

Can solve a variety of related problems to develop fluency with numbers to 100.

Can use a variety of language to describe multiplication and division.

Can work with a range of materials and contexts in which multiplication and division relate to grouping and sharing discrete and continuous quantities, to arrays and repeated addition.

Can connect unit fractions to equal sharing and grouping, to numbers when they can be calculated, and to measures, finding fractions of lengths, quantities, sets of objects or shapes.

Can count in multiples of three

Can start to use ‘sum and difference’

Practice addition and subtraction to 20

Can check their calculations, including by adding to check subtraction

Introduced to multiplication tables, they practice to become fluent in the 2, 5,10x tables

Can connect the 10x to place value

Can connect the 5x to divisions on the clock face.

Meet ¾ as the first example of a non-unit fraction.

Become more confident with numbers up to 100; able further their recognition of patterns within the number system.

Meet simple addition and subtraction in columns

Use inverse relations

Begin to use other multiplication tables and recall multiplication facts, including using related division facts

Begin to relate fractions and measures.

Can count in fractions up to 10, starting from any number and using the ½ and 2/4 equivalence on the number line.

Can use multiples of 2, 5 and 10.

Confident with 3 digit numbers, applying partitioning related to place value

Can practise solving varied addition and subtraction questions with 2 digit numbers.

Can use their understanding of place value and partitioning using column addition with 2 digit numbers

Develop efficient mental methods (x2)

Can divide by 10.

…

• ANY child can be anywhere on the Score, so if a child is struggling you should in theory be able to track back to see what the child has missed or needs more work on.• The Score is as linear as it is possible to be, but there

will be anomalies.• We are working to an aspirational level, 4 steps

progress per year is a minimum requirement so from their initial assessment in September in Foundation they should make a minimum of 28 steps from there.

 Maths Attainment FS Y1

Exceeding 0% 2%

Upper Expectation 27% 22%Middle Expectation 27% 25%

Lower Expectation 20% 32%1 Below Expectation 23% 12%

Emerging 3% 7%

 Maths Progress FS Y1Below Min 13% 16%Minimum 21% 23%Accelerated 32% 14%Aspirational 20% 32%Exceeding 14% 14%Average 5 9

September 2015• To move everyone over to Aspin Points Score in Y2 – Y5• To complete ‘final tinkerings’ with the Score itself• To acclimatise to using the Score – it is one system• Scores to NL, in December, March and June

…Next Next Steps! (Summer 2016 – Summer 2017)• To streamline the score still further to the measurable,

and the most important especially in KS2• To separate out SPAG from Writing from September

2016• To develop a portfolio of writing which correlates to the

Points Score• To develop specific assessments for Maths relating to

the scores• To completely re-think how we teach Reading!!