An independent school and nursery in Danbury, Chelmsford, Essex for boys and girls aged 2-11

Heathcote Preparatory School & Nursery

Eves Corner, Danbury

Essex CM3 4QB

Heathcote Preparatory School & Nursery

Eves Corner, Danbury

Essex CM3 4QB

07:20 - 19:00

Monday to Friday

01245 223131

Guide to Assessments

The current National Curriculum (curriculum 2014)  is a curriculum that focuses on the mastery of objectives, strands and topics to be learnt. Mastery is your child’s ability to apply their learning across the curriculum. This means, children must MASTER the objectives taught, rather than just be taught them.

In the assessment of each unit of work, children are assessed against the new National Curriculum objectives. At Heathcote, there are five categories for each stage of their development and these relate to the end of year expectations for English, maths and science. So a pupil in year 4 should be somewhere between beginning year 4 and mastered year 4 along their learning journey within the year 4 curriculum.

It should be noted that the Government does not expect children to be working on the curriculum content from the next year group. Instead, they should be deepening their understanding (mastering) in their own year group and applying their knowledge.

For example, within our Heathcote mathematics policy it states:

Mastery Curriculum at Heathcote

The six aspects of teaching mathematics through a mastery approach have been defined as:

  • Keeping the whole class together to include all children in the learning of concepts
  • Intervene quickly to address misconceptions
  • Teach basic concepts for longer and go deeper
  • Use carefully chosen mathematical activities, examples and representations
  • Provide variety and intelligent practice
  • Ensure fluency in number facts

At Heathcote our mathematics planning focuses the learning on one mathematical area, concept and learning objective which is then pitched at an appropriate level for the pupils. If a child struggles with this we will utilise visual and concrete apparatus and representations to allow pupils to be supported and provide scaffolding to enable them to access this learning objective. As required, timely interventions will take place to close a learning gap. This enables the pupil to keep up with the pace and depth of the classroom learning.

During our teaching and learning of mathematics we use a wide variety of mathematical images, models, examples, apparatus and representations (both concrete, visual and on the IWB). These allow children to picture the concepts being learnt and engage fully in their learning journey. We utilise a range of practice examples to ensure that children have fully embedded the skill to be learnt and demonstrated this in a variety of ways. We then open this learning out into more reasoned examples and problems to be solved. We encourage the children to work at a fast pace and work extensively to enable them to access learning at a deeper, broader level for the appropriate mathematical concept that they are learning.