Early Years and Primary Guarantees

In 1994 Birmingham initiated its Early Years and Primary guarantees to celebrate good practice, and to raise achievement, in reading and mathematics.

In response a group of primary practitioners worked together to produce a bank of statements which links closely with national and Birmingham initiatives, e.g. the National Curriculum, and the Birmingham "Early Years Guarantee" and the "Primary Guarantee"; "Sharing Good Practice in Mathematics"; "Baseline Assessment"; "Mathematics Learning Objectives"; and the SCAA "Learning Outcomes".

The aims are:

* to support good practice in the teaching and learning of mathematics;

* to support teachers in their assessment and recording of each child's mathematical development;

* to provide a manageable flexible form of assessment that can inform planning and aid continuity and progression;

* to focus on the process and contexts of children's mathematical development from the Exploratory mathematician through to the Established mathematician.

The bank of positive statements:

* supports diagnostic formative teacher assessment;

* provides evidence of mathematical development and rate of progress;

* supports teacher assessment linked to the end of key stage level descriptors;

* provides a transfer record system between classes, and schools;

* supports the implementation of the SEN Code of Practice;

* can provide a basis for discussion with parents about their child's achievements and progression.

NB Please note the following points:-

The child's preferred language is acceptable for all references to talk throughout the document.

It is important to recognise that the statements in each stage are non-hierarchical.

Mathematics Targets:

Exploratory:

The child experiences and explores mathematics as part of daily life, in the home, the school and the local environment.

Foundation: Working towards Level I

The child shows an interest in, and enjoys talking about, activities involving shape, size, similarity and difference, action rhymes and number games.

Emergent: Level I

The child shows growing self confidence and enthusiasm for practical mathematics in daily activities and talks about experiences in number, pattern and measures.

Apprentice: Level 2

The child uses mathematics to solve problems, drawing upon practical experiences. The child begins to make connections, see differences, shows a growing understanding of the number system and can explain their work.

Fluent: Level 3

The child has the confidence to try different ways of solving problems. The child is beginning to organise, record and check work, to ask and answer questions about work in discussion with peers and adults.

Experienced: Level 4

The child is exploring strategies to solve challenging problems. The child uses mental and computational skills to check whether an answer is reasonable and realises that accuracy is important. The child asks and answers questions and begins to justify and explain with reasons.

Established: Level 5

The child perseveres in solving more demanding real-life problems, working independently with confidence and enthusiasm. The child can predict, justify and record their findings using symbols, words and diagrams.

The Positive Statement Bank to support the individualised assessment of the development of Numeracy is available from Anne McBride, BASS, Tel: 0121 235 2458

£10 for Birmingham Schools (£12 other Schools)