Pre 5 Mathematics and Numeracy Assessment and Planning Tracker

Name: ______

Date of birth:______

Pre-school Setting:______

Start Date: ______

Pattern of Attendance: ______

Main language spoken at home:______

Future School: ______

Overall mathematics and numeracy Level at transition to Primary 1
Date: / Developing
Consolidating
Secure
Context
Education Scotland (Advice Note 2013-2014) have placed a greater emphasis on planning for progression and expect establishments/you to have a clear strategy for the development and assessment of children’s literacy skills to ensure smooth progression and achievement. This tool will enable you to do this. The skills are based on the progression pathways but in some cases these have been adapted to give clear measurable statements. This should enable you to make clear informed decisions about children’s progression.

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1

Part 1: Guidelines for completing this tool

  1. This tool should be completed by staff over the course of a child’s time in their pre 5 setting.
  2. Information should be gathered over time generally through observation, although sometimes staff may need to set up a specific small group or individual activity to fully assess a child’s progress.
  3. An overview of the child’s progress in each area should be given in the ‘date’ boxes, using the appropriate number. Staff should ensure that the boxes in all areas are completed prior to the child moving to primary one.
  4. It is important to involve parents in this process and share the information with them. The document could form the basis for discussion at parent consultations. Boxes for parental comments are included at the end.
  5. Staff should be mindful of a child’s additional support needs when completing the tool and ensure they fully capture the skills a child shows. Any activities to measure a child’s skills should be adapted in line with their particular needs e.g. allowing a child to indicate a response by pointing or gesture if their language skills are delayed.
  6. A key for indicating a child’s progress within the skill should be used as follows:

Level of Skill / Coding
Has engaged in some experiences of the skill / 1 or red
Skill is shown but is not yet consistent / 2 or amber
Skill is shown regularly and applied spontaneously / 3 or green

Part 2: Next steps and using this tool in your practice

  1. Staff should use the information collected using this tool to plan next steps in a child’s learning and to monitor their progress on an ongoing basis. The tool should also be used to plan focused learning experiences based on the experiences and outcomes to provide progression, depth and challenge.
  2. By completing the tool on several occasions staff should be able to gain a picture of the child’s progress over time.
  3. The tool could be included in the PLP as a summary of progress and achievement and to identify next steps in learning. The tool should be used to support transition.
  4. The tool should be used along side the environmental rich toolkits(indoors and outdoors) and the progression pathways.
  5. Staff should also refer to Building the Curriculum 5, CEC significant aspects for reporting proformas and CEC reporting Guidance and posters, when awarding a level at the end of nursery.

City of Edinburgh Council Pre 5 Mathematics and Numeracy assessment and planning tracker

Experiences and Outcomes / Skill / Date
Code / Date
Code / Date
Code
Estimation and Rounding
MNU 0-01a I am developing a sense of size and amount by observing, exploring, using and communicating with others and things in the world around me / I can use maths vocabulary in discussion about size and amount e.g. larger, smaller, about the same
Number and Number Processes
MNU 0-02a I have explored numbers, understanding that they represent quantities and I can use them to count on, create sequences and describe order. / I can recognise numbers in the environment and understand and use them in conversation
I can recognise and identify the number symbols to 5
I can recognise and identify the number symbols to 10
I can recognise and identify the number symbols beyond 10
I can count starting at zero
I can order numbers to 5
I can order numbers to 10
I can order numbers beyond 10
I can tell which number(s) comes before or after a number
I can count on in ones from a given number
I can count back in ones from a given number
I can hold a number in my head and count on
MNU 0-03a I use practical materials and can count on and back to help me to understand addition and subtraction, recording my ideas and solutions in different ways. / I can count a set of objects using 1:1 correspondence to 5
I can count a set of objects using 1:1 correspondence to 10
I can count a set of objects using 1:1 correspondence beyond 10
I can add two groups (sets) together
I can take some away and count how many are left
Experiences and Outcomes / Skill / Date / Date / Date
Fractions, Decimals and Percentages
MNU 0-07a I can share out a group of items by making smaller groups and can split a whole object into smaller parts / I can share a collection of objects equally
Money
MNU 0-09a I am developing my awareness of how money is used and can recognise and use a range of coins. / I can recognise and name different coins
I can use appropriate coins to buy something
Time
MNU 0-10a I am aware of how routines and events in my world link with times and seasons, and have explores ways to record and display these using clocks, calendars and other methods. / I can order and talk about my day and events in my life
I can use the words yesterday, today and tomorrow when discussing time
I can name the days of the week and I know their order
I know that there are 4 seasons and can name them
Measurement
MNU 0-11a I have experimented with everyday items as units of measure to investigate and compare sizes and amounts in my environment, sharing my findings with others. / I can put objects in order according to length
I can put objects in order according to weight
I can use a variety of objects to measure length
I can use a variety of objects to measure weight
I can use the language of measure to describe what I have found out
Pattern and Relationships
MTH 0-13a I have spotted and explored patterns in my own and the wider environment and can copy and continue these and create my own patterns. / I can recognise patterns in my world
I can copy patterns
I can complete patterns
I can create my own pattern
Experiences and Outcomes / Skill / Date / Date / Date
Shape, Position and Movement
MTH 0-16a I enjoy investigating objects and shapes and can sort, describe and be creative with them. / I can sort 2D objects by sight and touch
I can sort 3D objects by sight and touch
I can recognise and name a variety of 2D objects
I can recognise and name a variety of 3D objects
MTH 0-17a In movement, games and using technology I can use simple directions and describe positions. / I can use positional words to describe where things/people are
I can respond to and use vocabulary to describe a movement or journey e.g. up down across
MTH 0-19a I have had fun creating a range of symmetrical pictures and patterns using a range of media / I can create a symmetrical picture by folding
I can understand and use the term “the same” while making symmetrical pictures
I can use the term “symmetrical” while making symmetrical pictures
Information Handling
MNU 0-20a I can collect objects and ask questions to gather information, organising and displaying my findings in different ways / I can record info in a variety of ways
MNU 0-20b I can match objects and sort using my own and others’ criteria, sharing my ideas with others. / I can explain and justify the ways in which I have sorted
MNU 0-20c I can use the signs and charts around me for information, helping me plan and make choices and decisions in mydaily life. / I can use the signs and charts around me for information
Parents Comments about progress and next steps / Date
Parents Comments about progress and next steps / Date

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