He uses a number line and counters to help him add. 

Is able to count a set of objects.
Is able to identify numbers in the range 0-10
Is able to identify numbers in the range 0-20
Is able to identify numbers in the range 0-100
Is able to name the number before and after in the range 0-20
Can skip count in 2s
Can instantly recall doubles to 10
Can recall basic facts
Can instantly recall groups within 5
Can instantly recall groups with 5
Can count backwards in the range 0-10
Can count backwards in the range 0-20

Fynn can read numbers, and say the number before and after in the range 0-100.

He can apply counting on to solve addition problems using materials.

Fynn can apply counting back to solve subtraction problems with teacher support.

He can skip count forwards in twos.

Use the strategies of counting on and counting back independently.

Know groupings with 10 (10 and 5 = 15).

Increase his knowledge of basic facts to 20.

Skip count backwards in twos.

He can identify common fractions, including halves, quarters, thirds, fifths and tenths.

Use place value strategies to solve addition and subtraction problems.

Identify groupings of tens in two digit numbers (e.g. 7 tens in 70)

Increase his knowledge of basic facts to 20.

Say the number before in the 0-100 range.

Mace can identify groupings of tens in two and three digit numbers (e.g. 7 tens in 70, 23 tens in 230).

Continue to use his place value knowledge to solve addition and subtraction problems to 1000.

Use his knowledge of doubles and basic facts to combine and partition whole numbers.
Confidently skip count backwards in twos.

uses skip counting and repeated addition to help him solve multiplication or division problems. 
Learn the addition and subtraction facts that he does not know.
·           Consolidate his knowledge of using place value to solve addition and subtraction problems with larger numbers.

Begin to learn the 2, 5 & 10 multiplication facts. 
·           Use place value knowledge to add and subtract numbers.

·           Identify halves, quarters, thirds, and fifths.

·           Know the number of tens in decades.

Recall basic facts to 10, doubles to 20, and halve and teens facts. 
· beginning to use his basic facts and place value knowledge to solve problems.

· He identifies numbers to 1000 and says the number before and after in this range.

 

 

· Use his place value knowledge to help him solve    addition and subtraction problems with larger       numbers.

· Consolidate his knowledge of fractions.

· Begin to use the C.U.B.E.S. strategy to solve word problems

· Stay focussed until the task is completed.

· Work out answers rather than just guessing an        answer.

· Learn the basic facts that he does not know.

can add and subtract using tidy numbers. 

· Develop his knowledge of fractions.

 

.

 

Her/his strong place value knowledge allows her/him to round decimal numbers and multiply them by 10/100/1000.

She/he asks questions and will persevere until she/he grasps new, and often difficult, concepts.  

He/she can add and subtract whole numbers using a range of strategies.

He/she has strong place value knowledge of whole numbers (e.g. multiply by 10-numbers & rounding).

He/she is a resilient worker and will persevere with a new concept until he/she has mastered it. 

Develop place value knowledge of decimal numbers (e.g. tenths and hundredths).

Learn times tables 3x 4x 6x 7x 8x 9x.

Consolidate knowledge of the CUBES strategy when solving word problems.

Use known strategies when subtracting difficult whole number problems (e.g. 185 - 138).

Addition and subtraction facts to 20.

Complete follow up work without distraction.

He/she is beginning to think multiplicatively (not using skip counting or repeated addition).

He/she is willing to persist with a new concept, often with help from a peer, until she understands it.

·He/she confidently uses place value partitioning to add whole numbers.

He/she can confidently find fractions of a set, and at times, use multiplication to solve fraction problems.

She/he has developed strong knowledge allowing her to find fraction amounts of shapes, sets, and quantities. 

Consolidate knowledge of converting fractions to decimals to percentages, and vis-versa.

Develop confidence with using mental strategies to solve problems.

learns new concepts quickly and communicates strategies used in a clear and concise way.

basic facts knowledge is improving. 

Consolidate use of place value strategy.

Develop decimal place value.

Read and interpret everyday statements involving time, including 24 hour time.

participates in class lessons, answering questions and explaining his strategies.

Fynn recognises and responds appropriately to simple punctuation and text features e.g. exclamation marks and bold print.

Look for familiar sounds and chunks in words to help decode them.

Look at the whole word and notice word endings e.g. –ed, -ing, -s.

Find information that is directly stated in the text.

Re-read the text to check his word choices.
Find the answers to questions in the text. 
Read with greater fluency and add expression.

Read with his eyes – no finger pointing. 

He can re-read to help work out whether the word he has used makes sense.

Mace can locate information that is directly stated in the text, and make predictions.

· recalls information and details about what she has read.

· She self corrects some errors.

·  reads most sight word from Lists 1-5.

 · Read with expression and phrasing.

· Sound out, chunk, or read on and back to solve unknown words.

· Begin to break down sentences to show understanding of what she has read.

 

Develop expression and phrasing. 

Uses a range of strategies to solve unknown words like sounding out, chunking, reading on and back

Self corrects most errors
 Breaks down sentences using "I think that means"

Make connections to prior knowledge

· Use his reading skills to find key words, the main   idea/s and the author’s purpose for writing a text.

 

 

She/he demonstrates a commendable level of fluency when reading aloud.

She/he completes follow up and independent reading activities with quality in mind. 

His/her sentence comprehension is improving and he/she is providing greater detail when answering a question.

He/she makes inferences as he/she reads, making links between various aspects of the text.

He/she reads aloud slowly and carefully using some expression and fluency. 

Develop strategies for finding new and unknown vocabulary.

He/she can be reluctant to read but, with encouragement, can find books which interest him/her.

Build reading stamina during silent reading.

'Child' reads clearly, fluently and with expression and he/she self-corrects as he/she reads.

He/she can quickly skim and scan what she reads for relevant information.

To understand new vocabulary, he/she uses clues in the text to determine its meaning.

She shares her/his ideas, and actively listens to and considers other peoples perspectives.

She/he has developed reading stamina, and is able to read for sustained periods of time.

Use clues in the text to find the hidden meaning (inferring).

Read more non-fiction texts, especially making connections between visual and written information. 

enjoys discussing books and making recommendations to others and he transfers his reading abilities across all curriculum areas.

Make links between written and visual information.

reads a variety of texts with increasing understanding.

can locate and use ideas and information, to show understanding.

can skim and scan for information.

Identify and show an understanding of main ideas. 

Use adjectives and add more detail to his sentences. 

Ruby experiments with words, choosing interesting adjectives to make her writing more appealing.

Reread her writing to check for simple spelling errors and correct them using classroom resources.

Mace can use pictures with labels to plan his writing.

He writes using simple and some compound sentences.

Mace spells many sight words from memory, and uses his knowledge of letter sounds to spell new or unknown words.

Begin his sentences in variety of ways (e.g. then, next, finally).

Write more compound sentences using ‘and’ or ‘because’ to expand his ideas.

Use adjectives to add interest to his writing.

Can use a conjunction (such as and or because) to join two ideas. 
Rereads their writing as they write and make changes in response to feedback. 
·            plans her writing using brainstorms.

·           She spells sight words from Lists 1-4.

·            enjoys sharing her writing with the class.

·           She re-reads what she has written.

Kypreece sounds out unknown words using her letter sound and phonics knowledge. 

·           Use capital letters and full stops consistently, and experiment with more complex punctuation.
Continue to learn phonics and spelling patterns. 
uses personal and precise vocabulary.
uses a range of sentence lengths and types.
· Use a range of sentence starters.

· Begin to use paragraphs.

· Edit and recraft his writing.
write for a range of different purposes

 directed to a particular audience
organise their texts according to a basic structure that meets their purpose for writing

some specific vocabulary

· He adds lots of detail to inform the reader. 

· records all the dominant sounds he can hear when he attempts to spell unknown words.

· Get started quickly and write more.

· Check his spelling attempts in a dictionary.

· Begin to use a variety of punctuation.

 

 

She/he practises a range of punctuation, including     commas, brackets and exclamation marks.

She/he demonstrates correct use of tense and time    connectives which assist writing flow.  

He/she enjoys writing across the curriculum and will produce high quality pieces when given time.

He/she organises his/her writing appropriately for the writing purpose and is attempting to use paragraphs.

Elaborate on key ideas to add detail and interest for the audience.

Improve spelling accuracy and consistent use of  punctuation, such as full-stops and commas.

Be prepared to tease out and elaborate on his/her ideas to ‘paint a picture’ for his/her audience. 
· 
Elaborate on key ideas to add detail and interest for the audience, such as what he/she thinks and feels.

Add a range of verbs and adjectives to add              excitement and enhance his/her writing.

Consistent use of  punctuation, especially capital letters and full-stops.

'Child' would benefit from using the prompts available to him/her when writing.

He/she is consistently, and correctly, using: capital letters, full stops, apostrophes and commas.

He/she effectively uses precise and descriptive words to enhance meaning (e.g. adjectives and verbs).

Her/his sentences are beginning to show variety in structure, length and type (e.g. complex).

He/she is beginning to use paragraphs correctly, and to great effect.

Elaborate on key ideas outside of her immediate world, such as how people may be affected, or connections to the wider world.

Although improving, develop correct knowledge of punctuation for direct speech.

Consolidate knowledge of spelling rules (e.g. shaking/shacking; cried/cryed). 

is beginning to select words and phrases to enhance the meaning or mood of her writing.

Extend her ideas – add description to add impact.

Develop ideas that are complex and elaborated.

Use a variety of punctuation.
 
Develop an understanding of complex sentences.

Use figurative language. 

Attempt some complex punctuation – using colons, semicolons, and parentheses

uses some complex sentences so as to create pace and interest.

Write content relevant to the task with supporting detail. 

Continue working on organising related ideas into paragraphs. 

Fynn recognises and responds appropriately to simple punctuation and text features e.g. exclamation marks and bold print.

Enjoys listening to stories and is able to discuss the shared text.
Can talk about books.
Enjoys books
Is learning to point to the words accurately and follow the text.
Is making good progress with his reading and likes talking about the text.
He uses the pictures and his letter-sound knowledge to decode words.
She quickly recalls many sight words from Lists 1 and 2.

Is able to one-to-one match when reading.
Is able to identify a specific sight word in a text.
Is able to sound out the first sound of an unknown word.
Is able to use the pictures to help them decode an  unknown word.
Is able to identify some of the letters of the alphabet and their associated sounds.
Is able to identify all of the letters of the alphabet and their associated sounds.
Is able to re-read to check that what they are reading makes sense.
Is able to find parts of a word they know in order to decode unknown words.