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 Years 2 & 6.
 Some pupils go back over, stand still or make much
slower progress in the in-between end of key stage years!
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 4 sub levels progress in KS1 and 7
sub levels in KS2. At KS2, that translates to 1 sub level in Yr 3
and 2 sub levels in each of the Years 4, 5 & 6.

3. How do pupils know what progress they
are making against their targets?
 Read this slide then click through to the PUPIL TRACKING SHEET.
These are available L1-L6
 The tracking sheet shows what level and sub level that Abigail was
assessed at the end of the previous year (ie level 3A), and where the
teacher for the new academic year has to get the pupil to (ie 4B)
– as a minimum expectation ie their end of year target
 Underneath, is the APP criteria at the level that the pupil is working &
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 (L1-6). Answer sheets are
provided.
 Give each pupil the single level test that they are
currently operating within
 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 and that
shows where they are to a sub level
 The teacher & pupil can now see how many more
crosses is needed on the next helf termly test (ie 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 (L1-6) 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

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 their 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 3-6
 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
 There is no need to record the results of the
weekly skills assessments, but click here for an
example of a record sheet should you wish to

8. Are the pupils put in sets for Maths ?
No - but once a week, in a specially timetabled
slot, they go to BIG MATHS
 Here, teachers and TA s are all assigned a group of
pupils who arrive with the Basic Skills assessment that
they completed earlier in the week in their own class
 So everyone in any of these groups will have taken
the exact same assessment that week
 This means that the person leading the group can go
through the assessment question by question
 Then teach to the misconceptions that are identified
through this process ie those areas that a significant
number of pupils got wrong
 Next week, in class, when the pupils take their next
weekly basic skills assessment, they will have a much
better chance of getting right the questions they’d
previously got wrong & achieve their targets
 And the process repeats itself (remember, there are
15 of these assessments at each level and bridging
level - so you shouldn’t run out of assessments).

9. 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 inform 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.

10. What do I do about the gaps in pupils’ learning?
 To view the whole Maths class record Click here
 You can see the areas highlighted in yellow are
whole class weaknesses
 Ratio, for example, 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. And it restarts after every half term test.

11. Impact in schools using this approach
Y6 results were our best ever this year with APS scores well above last
year and the national average. The best thing was all the children
could tell you what they had to do to improve. (Sarah Knowles, HT)
Our SATs results are great news for us; up by 25 – 35%. Thanks for
everything, as you can see it’s had a massive impact! (C. Coleman HT )
Y6 had just 12 weeks of using the AM programme. KS2 results showed
a 25% increase at L4+ in Maths. (James Kendall, HT)
Last January we began to adopt AM systems and principles in our
teaching of maths. As a result of AM outcomes in Maths rose from
68% to 84% (L4+) and from 16% to 37% (L5)! A fantastic
achievement and one we all proud of. (Bill Aylett, HT)

12. SATs 2011
Subject Year L4+ L5 Year L4+ L5
Maths 2011 91% 44%
Things just get better and better here! (Cheriton Primary: Kent)
Subject Year L4+ L5 Year L4+ L5
Maths 2009 65% 24% 2011 83% 41%
We are convinced AM has been the single most effective method we have implemented for
raising standards. Thank you so much for unlocking the secret for us. (Field End Junior: Ruislip)
Subject Year L4+ L5 Year L4+ L5
Maths 2010 49% 2011 80%
Our SAT results are so much better than ever before. HMI are impressed with the impact of AM and the
kids absolutely love it! (West Melton Junior: Rotherham)

13. SATs 2011
Subject Year L4+ L5 Year L4+ L5
Maths 2010 49% 2011 73%
We just wish we had started the Literacy at the same time. (Salmestone Primary: Margate)
Subject Year L4+ L5 Year L4+ L5
Maths 2010 47% 5% 2011 91% 20%
From second poorest in the country to one of the best inside a year! (Academy 360: Sunderland)
Click here to find out how I order
these Maths products for use in
my own school