(Also provide parents with a tailored pack/showbag of activities:

-alphabet cards

-name practise

-heart words

-tens frame

-perhaps with an IEP that matches their need)

Don't have enough evidence

Have made growth, but not quite 6 6-month growth

There is a big jump from end of F > mid year year 1 - a lot more to cover to cover in year 1 than foundation

Have not covered everything in the curriculum yet

Not showing the 'skill' consistently in that particular area

Would depend on what they're not moving in--> for example, explaining the area that they're struggling in and how that is affecting developmental understanding e..g place value to addition

Would depend if they've been absent a lot- reason for missing a lot of learning

*Take home packs- games, LLLL online, focus sounds etc

*Organising check in after IEP date ends

Using students as experts when introducing/modelling games

daily 10/15 min practise

conferencing

We haven't taught all of the curriculum so... will have opportunities throughout this year...

has shown growth but they are consolidating their learning and won't move progression points this semester.

I don't have the evidence to justify that progression triangulation.

Refer to specific steps in learning - look at essential assessment goals, maybe even print INLP etc.

Explicit teaching

Variety of tools

Exit tickets

Enabling/Extending Prompts

Targeted intervention

Mixed ability groups

Focus groups

Home learning

Creating real life connections

I need to see them do more things independently and consistently

They understand the process but not the conceptual understanding

Lack confidence

They don't have the depth of reasoning

Time management and organisation.

Lack of focus

Jump from year 2 to 3

Change in curriculum

• develop their independence

• build their confidence

• develop organisational skills

-

Student X continues to develop a consistent application of _________ as their newly learned strategies. It is in student X's best interest to ensure they have furhter opportunity to develop and demonstrate control over .......

Student X has achieved a number of the outcomes for the content, however there still remain the following to achieve their next standard......

With the change in expectations and focus of the new 2.0 curriculum, we now find that Student X required further opportunity to develop their gaps in.......

The next steps in their learning are:

• to provide more opportunities to build consistent and confident use of strategies taught when working independently

• to provide ... with more opportunities to use hands-on materials

• to provide more 1:1 support for ... to consolidate ...

• to provide ... with more opportunities to participate in rich problem-solving

• to continue to be supported by intervention support

• to complete individualised and targeted learning tasks

Student X will be supported by:

• multiple exposures/opportunities to practice

• applying their new skills and strategies in different ways

• exploring rich problem solving tasks

• real world scenarios to apply their learning

• peer to peer learning experiences

• teacher focus groups with targetted learning opportunities

• opportunities to build Student X's independence and condience through independent work and collaborative tasks

X is not yet independently completing x,y,z

• requires teacher support to complete certain tasks

• Still consolidating their understanding in .....

• evidence based/ data (essential assessment /portfolio tasks/ books/ engagement in class

• i am noticing that.....

• Have you noticed any changes (behaviour) at home?

• to access enable and extension prompts

• they are a lot more capable...

• they need to further demonstrate x,y,z

• refer to the learning intention and success criteria to help complete learning tasks independently

• to record their understanding in their notebooks to showcase their knowledge properly

• to actively participate in whole class discussions to support their learning

• to remain on-task during learning time.

• I offer small group support and encourage students to work through the maths problem/ writing strategy

• offer at home strategies depending on the area of need

• students have a toolkit that they are encouraged to refer to and use during lessons

• enable and extension prompts are provided

• X has achieved/can do x, y and z, however I haven't seen A, B, C happen independently

• At this point in time, x hasn't yet shown they can independently complete enough of the curriculum to be marked at the next P.P