Assessment is conducted on a daily basis and relevant assessment for learning information is annotated on daily plans to inform necessary modifications to planning. This process focuses assessment on matching the needs of individual learners. Formal assessments, which normally involve a written paper, are conducted three times in any one academic year using White Rose assessments and NFER arithmetic and reasoning assessments in Year 5. Teacher assessment; quality of marking and formal assessments are moderated on a regular basis. Year group colleagues, Learning and Teaching Leaders (LTLs) and the subject leader conduct book scrutinies regularly. These are guided by a specific objective e.g. Application of the marking policy or differentiation. LTLs and the subject leader conduct pupil conferences to gauge pupils’ opinions regarding Mathematics.
The teaching of mathematics at Rockmount reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The language that pupils hear and speak is a key factor in developing their Mathematical vocabulary and enables them to present a Mathematical justification, argument or proof accurately. They are guided in making their thinking clear to themselves as well as others. Teachers ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.