The Children and Young People’s Service

Contents
Introduction:
Context .................................................................................................. 2
First Language Assessment .................................................................. 2
Stages in the Assessment Process ....................................................... 3
Flow chart – overview of the assessment process ................................. 4
Profiling:
Introduction ............................................................................................ 6
Snapshot Observations sheet ................................................................ 7
Detailed Observations sheet .................................................................. 8
Initial Assessment Profile sheet ............................................................. 9
Initial Maths Assessment Profile sheet .................................................. 11
Initial Assessment Summary .................................................................. 12
Assessment:
Introduction ............................................................................................ 14
Assessment of listening and understanding ........................................... 15
Guidance and activities
Assessment of speaking skills ............................................................... 18
Guidance and activities
Assessment of reading skills .................................................................. 26
Guidance and sample texts
Phonic assessment page
Assessment of writing skills ................................................................... 34
Guidance and activities
Assessment of mathematical language and calculation skills ................ 40
Guidance and mathematics test sheets
Appendices:
NASSEA grid ......................................................................................... 65
EMASS Addendum to the School Admission Form ............................... 67
1

Introduction
Context
Small numbers of children from different countries have been arriving in Milton
Keynes since it was created. Recently the numbers have increased, with many students arriving in school mid-term. These students are at different levels of English language acquisition. Some may present as having no English at all. To help meet the needs of these students, schools need to first make an English language acquisition assessment before setting targets. Milton Keynes schools use the use the
NASSEA* assessment.
This guidance has been produced in response to requests from schools needing advice on the assessment of the English language acquisition and the mathematics skills of their new arrivals. It caters for students of different ages, who have diverse interest levels and a range of English language skills. It is designed for students who are new to English.
Each new arrival will have had a different educational experience in his/her country of origin and will also be at a different level of maturity. There will be some overlap between secondary and primary pupils in both interest levels and English language skills. The activities, pictures and texts that have been included in this document have been selected as examples that could be used with secondary pupils, as well as those in the primary phase.
First Language Assessment
Assessment of proficiency in first language can be very helpful in determining a student's previous language experience and current level of achievement. Schools may be able to ask their own bilingual staff to help with this, or members of the Milton
Keynes Community Language Service ** can be bought in. The Initial Assessment
Profile sheet has two columns to record assessments made in both first language and
English. For assessments made only in English, L2 column should be completed.
* Northern Association of Support Services for Equality and Achievement. See
Appendix 1.
** Milton Keynes Community Language Service (01908 253253)
2

Stages in the assessment process:
Assessment of students with English as an additional language is a continuous process. It begins before the student arrives, with the gathering of background information, including cultural heritage, to establish previous experiences and achievements and to identify possible factors that may affect learning.
See flow chart on the next page for an overview of the process.
We recommend the use of the EMASS Addendum to the School Admission Form to obtain and record background information. See Appendix 2.
A key person, Teaching Assistant (TA), Language Assistant (LA) or EMA Coordinator
(EMACo), should be identified and allocated for each new arrival. This person will have an important role throughout the assessment process, recording and discussing observations with the form tutor and subject teachers and helping to allocate initial
NASSEA steps.
As soon as the student arrives, staff will be able to observe how he/she interacts with peers and adults, both in class and in the playground. A reco rd of these “snapshot observations” will need to be kept, to contribute to the student’s profile.
Sample observation sheets and profiling sheets have been provided. See
Profiling section.
As the student settles in, detailed observations can be made during whole class and guided group work sessions, especially in Literacy based subjects and Mathematics.
The DCSF recommends using Assessing Pupils’ Progress (APP). Some schools use additional tests that they feel are appropriate e.g. The CAT non-verbal test. However, there are cultural/linguistic limitations with CAT, which does not always give a fair assessment.
Finally, focussed, individual assessments of Listening and Understanding, Speaking,
Reading and Writing can be carried out in a one-to-one session using the assessment sheets in this pack.
The time needed for the focussed assessments, using the Overview of the
Assessment Process on page 5, will vary according to the student’s profile; it may take up to an hour. Schools wishing to use the Mathematics assessment sheets will need to allocate an additional session.
By following the stages above, schools should be able to complete the initial assessment and build up a student profile within four weeks of the EAL learner starting school.
Initial NASSEA steps can be allocated at this point and targets set. See
Overview of the Assessment Process.
The assessment results should be used to plan “next steps” and inform targets.
The findings of the assessments should be reviewed approximately six weeks later, as part of the planning and review cycle.
3

Before student starts school
Arrival
Weeks
1 - 2
Parents’ meeting
Headteacher and key person
Collect background information
Previous school/s
Research about cultural background
Secretary to teacher and key person
Teacher and key person
Social interaction Snapshot observations: socially and in class
Whole-class and group learning
Key person
Class teacher
Weeks
3 - 4
Detailed observations
Whole-class
English
Guided group
English
Whole-class
Mathematics
Guided group
Mathematics
Key person
Assessments
Speaking and
Listening
Reading
Writing
Mathematics
Individual oral
Individual reading
Phonic awareness
Comprehension
Individual unaided writing
Individual levelled test
Key person
Allocate initial NASSEA steps and N.C. levels
End of week
4
4
Set targets

5

Profiling:
Introduction
Staff will notice the newly arrived student’s early attempts at listening and communicating from their first days, thus informal observations in different situations can begin to be made. These observations need to be recorded in order to build up an initial profile.
The profiling section of this document contains a range of sample record sheets that may be adapted if required:
Snapshot Observations
The Overview of the Assessment Process indicates that “snapshot” observations should be made during the first couple of weeks. A Snapshot
Observations sheet has been provided, which could be used by the form tutor, subject teachers, teaching assistants and/or the key person allocated to the new arrival.
Detailed Observations
More detailed observations need to be made during whole class and guided group work in English and Mathematics. The Detailed Observations sheet may be used for observations in different lessons.
Initial Assessment Profile
As indicated in the Overview of the Assessment Process, one-to-one assessment should take place after the observations mentioned above. The
Initial Assessment Profile sheet will provide a more detailed record of the student's English language skills in Listening and Understanding, Speaking,
Reading and Writing.
Initial Mathematics Profile
For staff wishing to assess the student’s knowledge of Number and Algebra, an
Initial Mathematics Profile sheet has been included.
Initial Assessment Summary
Finally, an Initial Summary sheet has been included. Key points could be recorded here and distributed to all the staff who may be involved with the student.
6

Snapshot Observations
Student name: Tutor group:
Record brief comments to include:
Evidence of listening and understanding, interaction with others, attempts at communication, actual words spoken, as well as the setting e.g. dining hall, classroom, outside at break time.
Activity observed and where Comments, observer’s initials and date
7

Detailed Observations
Student name: Tutor group:
Record brief comments
. It may be helpful to focus on the following: student’s ability to engage with the task, interaction with peers and adults in the class, evidence of listening and understanding, reading and writing skills, attempts to communicate and words spoken by student, help given by peers and adults.
Activity and setting
(whole class or guided group)
Comments, observer’s initials and date
8

Initial Assessment Profile of EAL Student
Student name: Tutor group:
Assessment date: Assessed by:
Speaking
Can offer and respond to greetings
Can respond to request for personal information
Can name:
 colours
 school items
 animals
 body parts
 transport
 household items
 food
 clothes
Can narrate a simple story using a picture sequence
Can respond to requests for information about a picture
Listening
Can respond to a simple classroom instruction
Can respond to two consecutive instructions
Can identify pictures following an aural description
#
L1 = Language 1 * L2 = Language 2 (English)
L 1
#
9
L 2
+

Reading
Can name random letters
– lower case
Can name random letters – capitals
Can say the sound/phoneme for individual letters at random – lower case
Can say the sound/phoneme for individual letters at random – capitals
Can read c.v.c words
Can read some words with consonant clusters
Can read some words with long vowels
Can decode simple text without understanding (e.g. Sam went shopping)
Can read simple text, demonstrate understanding and predict ending (e.g.
Sam went shopping or Tom's House )
Can read a Step 2/3 text without understanding (e.g. The Boy and the Lion
Can read a Step 2/3 text with understanding (e.g. The Boy and the Lion)
Can read a Step3/4 text without understanding ( e.g. First Impressions…)
Can read a Step3/4 text and extract information (e.g. First Impressions …)
Writing
Can write own name
Can write on lined paper
Can copy single words from left to right
Can copy a sentence with capital letter, full stop and spaces between words
Can write some common words independently
Can write a sentence independently with/without capital letter and full stop
Can write some sentences about a picture
Can write a simple narrative or recount
L1
10
L2

Initial Mathematics Assessment Profile of EAL Student
Student name: Tutor group:
Assessment date: Assessed by:
Mathematical language & calculation
Can count to twenty
Can count beyond twenty
Can identify and name random numbers
Can identify and name mathematical symbols
Can identify mathematical symbols and carry out the operations
Can complete Mathematics 1
Can complete Mathematics 2
Can complete Mathematics 3
11
L1 L2 comments/details

Student Assessment Summary
Student name:
First Language:
NASSEA Assessment steps:
Listening and
Understanding
Speaking
Date:
Assessor:
Reading Writing
Comments and observations:
Please refer to NASSEA grid for description of steps. See Appendix 1.
12

13

Assessment:
Introduction
This section gives more detailed guidance for staff making the focussed assessments of students’ Listening and Understanding, Speaking, Reading and Writing skills. We recommend making these assessments when the student has settled in, around his/her third week in school.
Sample assessment sheets have been included that may be adapted by schools and used as appropriate. The sheet for Listening and
Understanding is numbered Listening 1 and those for Speaking are
Speaking numbered 1 – 6. Sample sheets for Reading and Writing assessments are numbered Reading 1 – 6 and Writing 1 – 4 respectively.
Suggestions for using the sheets are given at the beginning of each assessment section, under the title of: Listening and Understanding Guidance and activities, Speaking Guidance etc.
The assessments for Listening and Understanding, Speaking, Reading and
Writing do not necessarily have to be used in the order that they appear in the pack. There may be overlaps in the information obtained; a student may display additional speaking skills during the reading assessment for example.
Similarly, as part of the process of making a student feel welcome and at ease, greetings and requests for personal information, instructions to “close the door”, “come and sit next to me” etc. are likely to take place simultaneously.
Thus listening and understanding assessments, and speaking share certain elements.
Assessments should be carried out in a situation that is familiar to the student and by a well-known adult. The teaching assistant or the “key person” who has been allocated to the new arrival is likely to be the best person for this.
The findings of these focussed assessments must be considered along with the snapshot and detailed observations and any other assessment/test results that staff feel are appropriate.
A range of profiling sheets has been included. These will help staff to record the results of their observations and assessments. See profiling section.
14

Assessment of listening and understanding:
Introduction
Newly arrived students begin to demonstrate an understanding of general classroom vocabulary and instructions as they settle in. A student who is not yet speaking in English may be building up a passive vocabulary and may respond to instructions and questions non-verbally.
The snapshot observations and more detailed observations will provide important evidence of the student’s ability to listen attentively and demonstrate understanding.
See next sheet for detailed guidance on administering the listening assessment.
Please note that the completion of the assessment activity or the response to an instruction will not indicate a specific NASSEA step.
Previous observations and discussion with the form tutor and subject teachers will be required in order to allocate an appropriate step.
15

Assessment of listening and understanding skills
Guidance and activities
Following verbal instructions
Some school items and pictures of common objects can be used for this assessment.
When taking the student into a quiet area for the assessment, simple instructions can be given e.g. “Close the door please”, “Come and sit next to me ”. Similarly, the assessor can make simple requests for objects using visual mater ial e.g. “Give me a blue pen”, “Point to the bird/where’s the bird?”
To observe if the student can follow two consecutive instructions the following activity could be tried.
Using familiar objects, tell the student you are going to ask them to do something else now. Then give two instructions e.g. “Put the pencil in the cup and the pen on the book.”
Identifying a picture from an aural description
The following Listening Sheet 1 can be used to assess whether a student can follow an aural description.
The assessor should read the descriptions and ask the learner to identify which of the pictures it corresponds to:
 He is wearing a T-shirt and jeans.
 He has grey hair and a moustache. He is wearing a shirt and a jumper. He is holding a baby.
 He is wearing a white shirt. He has short hair. He is reading a book.
 She is wearing shorts, a vest and trainers. She has long hair.
 They are wearing coats, trousers and boots. They have hats and gloves.
The student’s responses can be recorded on the Initial Assessment Profile sheet.
16

Listening Sheet 1
Images from Slough EMAS
17

Assessment of speaking skills
Introduction
Some EAL learners are more willing to speak than others and it may be difficult to get them to attempt to speak even in a small withdrawal group or a one-toone session. Some students who are learning English as an Additional
Language go through an initial “silent phase” that can last weeks, or even months. If this is the case, the objects and pictures suggested on the speaking assessment pages can be used to ascertain passive vocabulary/understanding rather than speaking skills. For example the pupil could be asked to, “Give me the ….….” Or, “Point to the ……..”
If a student is not able to respond to greetings such as, “How are you?”, “How old are you?”, he/she may nevertheless be able to name some familiar items and respond to questions about a picture story. The sample sheets Speaking
1- 6 have been included to support staff with these activities.
See next sheet for detailed guidance on administering the speaking assessment.
The one-to-one assessment will give an indication of the NASSEA step for speaking, but previous observations and discussion with the form tutor and subject teachers will be required in order to allocate a specific step.
18

Guidance and activities
Responding to greetings and questions about self
The assessor may wish to use greetings and requests for personal information at the beginning of the assessment.
Some examples are given below:
Good morning (name).
How are you?
How are you getting on at school?
Where do you come from?
Where do you live now?
How old are you?
Have you got any brothers and sisters?
Naming vocabulary items
Use a set of coloured pencils to check if the student knows the names of the colours in English.
Ask the student to name some common items using the pictures on Speaking
Sheets 1 – 3, or use items available in the school.
Narrating a story using a picture sequence
Ask the student to sequence some pictures from a story that he/she has already encountered in school, or select from Speaking Sheets 4 – 6. Ask the student to tell the story, giving some help initially. If possible, record what the student says electronically and make a transcript of the exact wording afterwards.
If the student is unable to make any attempt, move on to the final part of the assessment.
Responding to questions about a picture
Ask simple questions about the pictures in the sequence e.g. What’s this? What’s he doing? Where’s the bird?
Student’s responses to the above can be recorded on the Initial Assessment Profile sheet.
19

School items:
Speaking Sheet 1
Animals:
Body parts:
20

Transport:
Household items:
21
Speaking Sheet 2

Food:
Clothes:
22
Speaking Sheet 3

23
Speaking Sheet 4

24
Speaking Sheet 5

Images used by permission of London Gifted and Talented website
25
Speaking Sheet 6

Assessment of reading skills
Introduction
As mentioned previously, assessment of reading should be based on observations and knowledge of the student’s reading over a period of time.
However a one-to-one session with a new learner may help to give an initial indicator of where the student is with regards to the NASSEA steps.
Children’s picture story books with some repetition are ideal for assessing early decoding and comprehension skills. However, Reading Sheets 1 - 5 may be useful as examples of the type of texts that can be used with students between
NASSEA steps 1 and 5.
Please note that completion of a single reading passage during the focussed assessment will not indicate a specific NASSEA step.
An assessment of the student’s phonic knowledge will also help with target setting and planning next steps and so a sample phonic assessment sheet
Reading 6, has been included in the pack. It can be used to check initial sounds and letter names, ability to synthesise/blend some CVC words, words with adjacent consonants and single syllable words with long vowel phonemes.
See next sheet for detailed guidance on administering the reading assessment.
26

Guidance and activities
Use of the reading texts in the pack:
Reading Sheet 1 could be used to help ascertain if the student is on NASSEA step 1 for reading. The letters “s a t, p, i, n” have been included (as recommended in Letters and Sounds) to check if the student
“can identify some letters of the alphabet by shape and sound”. See Appendix 1, NASSEA grid.
Staff may wish to check all 26 alphabet letters. Use plastic letters or alphabet letter cards, as appropriate. The letters have been included in random order on the phonic assessment sheet Reading Sheet 6.
Reading Sheet 1 also has a selection of early phase words, plus three picture clues. A camel has been included as this would be a familiar animal for a student from Somalia and other African and Arabic countries.
Schools may also want to use their own list of keywords/first hundred words or similar, to test the sight vocabulary of more advanced learners of English.
To help establish if a student is at NASSEA step 2, the assessor could use an early stage picture story or non-fiction book with a clear picture on the cover.
The pupil should be encouraged to use the pictures to predict words and simple text.
A student at NASSEA step 3 will be able to read simple texts with repetitive phrases and using initial and final sounds to try to read unfamiliar words. See sample Reading Sheet 2 and Reading Sheet 3.
Step 4 students should be able to recognise some of the first hundred most commonly used English words and work out simple phonetically regular words.
They will be able to demonstrate their understanding of the meaning of simple sentences. Reading Sheet 2 and Reading Sheet 3 may also be useful for these pupils and possibly Reading Sheet 4.
At step 5 and above, it is recommended that staff select a range of texts, including non-fiction and a poem to use as part of the assessment. Reading
Sheet 5 may also be useful at this stage.
The texts included in the pack are: Sam went shopping, Tom’s House, The Boy and The Lion and First Impressions of England, (Reading Sheets 2, 3, 4, and 5 respectively).
The questions at the foot of each sheet in green font should not be read by the student. The assessor can read these to check comprehension.
As previously, Reading Sheet 6 may be useful to establish if the student is familiar with the English phonic system and can blend phonemes for reading single syllable words.
27

Reading Sheet 1 s a t p i n
The boy cat camel
is my and
Dad Mum
28

Reading Sheet 2
Sam went shopping
This is Sam. Sam is 5.
This is Sam’s mum. Sam likes his mum.
Sam went to the shop with his mum.
He got a ball.
Then . . . . . . . .
Who is this? (point to Sam)
Who is this? (point to mum)
Where did Sam go?
What did Sam get?
29

Reading Sheet 3
Who i s this? (point to Tom’s mum)
How old is Tom?
Where did Tom go?
Why did Tom go out of the shop?
What will happen next?
30

Reading Sheet 4
The Boy and the Lion
Once there was a boy who worked for a king. But the king was cruel to him, so the boy ran away from the king and away from the town. He met a fierce lion in the jungle. The boy was afraid because the lion looked angry. The lion said, “I am angry because there is a thorn in my foot.” So the boy sat down to pull the thorn out of the lion’s paw and the boy and the lion became friends.
One day the boy went back to the town. The same day the cruel king went hunting and he caught the lion in a net. Then he saw the boy in the town and he caught him as well. “I will punish you for running away! I will throw you to the lion,” shouted the king.
So the king threw the boy into the lion’s den. However when the lion saw the boy, he lay down and smiled. The boy smiled too and put his arm around his friend. The king was so surprised that he let the boy and the lion go
free.
Why did the boy run away from the king?
How did the boy help the lion?
How did the king punish the boy when he caught him?
What did the lion do when he saw the boy?
Why did the king let the boy and the lion go free?
31

Reading Sheet 5
It was windy when I arrived at Heathrow Airport. It was my first sight of England. I had come from Kenya and was very excited to know what it was like. I had heard that there would be many high buildings and wide roads, but when I got here I was amazed that the houses were small and the streets very narrow. Everything looked grey and wet and I couldn't see any of the rich people my mother had told me lived here.
As I was driven through the town I felt strangely curious.
Was this really London? The buildings were not tall skyscrapers. Was I dreaming? The houses were made of red brick. Then I saw something that really made me wonder. An old lady was walking along the pavement and she was carrying a little dog. The thing that caught my eye was that the dog was wearing a little red coat on its back, with no sleeves. My brother and I couldn't stop laughing.
What was the weather like when the writer arrived?
How did the writer feel?
How was England and London different from what the writer expected?
What are tall skyscrapers?
What did the writer see that made him or her laugh?
32

Reading Sheet 6
Lower case letters:
Phonic assessment c j m p t u a e s x f b q z d i v g l n r k y h o w name sound
Capital letters:
W O H Y K R N L G V I D Z Q B F X S E A U T P M J C name sound
CVC:
words with adjacent consonants: plum crab twin step skip smell sniff cross chin shop thin think words with long vowel phonemes: train tray seen leap hide night boat hole moon tune
33

Assessment of writing skills
Introduction
The person assessing the student will need to look at examples of writing completed in class and observe the student in English lessons, before administering a more formal writing assessment. If enough information has been obtained in class, it may not be necessary to withdraw the student to assess his/her writing in a one-to-one situation. However, staff may find it useful to ascertain the student ’s level of English when writing unaided and to make a formative assessment from this work.
If the student does not appear to have any knowledge of writing, a copying exercise has been included on the following guidance sheet, to help assess those students at step 1.
Assessors could select from Writing Sheets 1 – 4, which may be useful starting points for a one-to-one assessment in writing.
Please note that completion of a single writing activity will not indicate a specific NASSEA step.
Previous observations of writing and discussion with the subject teachers and form tutor will be required in order to allocate the appropriate step.
See next sheet for detailed guidance on administering the writing assessment.
34

Guidance and activities
To build up a profile of the student’s English writing skills, the following stages can be followed:
Provide lined paper and ask the pupil to write his/her name. Then, ask/indicate that you want him/her to copy the three items below. (Adapt these according to previous education.)
1. b R o p s t z L M a f g p k
2. cat dog baby apple
3. I am at school in England.
Ask the student to write some more words that he/she knows in English.
If the student is able to write in English, you could ask him/her to write about a picture, or write the story that he/she narrated earlier in the speaking activity.
Some students may be able to write about their experience of arriving in the
UK.
Writing Sheets 1 – 3 have been included to give students the opportunity to write about something they are familiar with. Staff can select their own picture that they feel is most appropriate for the individual being assessed.
If the student is able to write in English, but needs help with sentences, staff could adapt the sentence completion Writing Sheet 4, or use it in its entirety for more advanced learners of English.
The student ’s responses can be recorded on the Initial Assessment Profile sheet.
For students who can write in their first language, the one-to-one assessment session can provide an opportunity to find out about their first language literacy skills too.
35

Name:
Writing Sheet 1
Date:
36

Name: Date:
37
Writing Sheet 2

Name: Date:
38
Writing Sheet 3

Name:
Writing Sheet 4
Date:
Finish the sentences:
1. I like ……………………………………………………………………………………………
2. I don’t like …………………………………………………………………………………
3. I can ……………………………………………………………………………………………
4. I can’t …………………………………………………………………………………………
5. Yesterday I ………………………………………………………………………………
6. Tomorrow ………………………………………………………………………………
7. Next weekend ………………………………………………………………………….
9. When I leave school I would like to ………………………………………
9. In my opinion television ……………………………………………………………
39

Assessment of mathematical language and calculation skills:
Introduction
EAL learners will find the language of mathematics very difficult when they are newly arrived. In this pack, activities and calculations have been selected that do not require specific mathematical vocabulary. Staff using the sheets will therefore only be able to make an initial assessment of Number and Algebra attainment targets. However, the results of this assessment, together with information from parents and previous school, should give some indication of the student’s potential.
Mathematical language for numbers and symbols could be assessed using the following guidance sheet. The sheets entitled Mathematics Assessments 1 – 3 could then be used to allocate a National Curriculum level for Number and
Algebra.
The student’s responses can be recorded on the Initial Mathematics
Assessment Profile sheet.
More detailed assessments of student’s mathematical knowledge in the different strands can be made using the DfES Key Stage 3 Maths toolkit produced in 2003:
“Assessment in mathematics toolkit to support pupils for whom English is an additional language”, DfES 0267/2003
This assessment toolkit is
“ a suggested method of gauging whether pupils in the early stages of learning English will be able to access the mathematics in the planned teaching programme ……” It can also help identify strengths, obvious gaps and the pupil’s skill in using visual and other cues. It is based both on the objectives from Reception to Year 6 and the key objectives from the Framework for teaching mathematics: Years 7, 8 and 9 . All the resources are provided to assess pupils against these objectives.
A mathematics teacher working with an EAL assistant or other EMA staff, could very easily ascertain how much previous mathematical education a pupil has had, by using this resource. This method would give additional information to the Mathematics Assessments 1 - 3 in this pack. Pupil’s misunderstandings in a strand could be identified and the information used to inform support and to fill gaps in the student’s mathematical language.
40

Guidance and mathematics sheets
The assessor could begin by asking the student to count to twenty (some modelling/prompting may be required for a new learner). Then ask the pupil to write the numbers.
The student could also be asked to count and write in his/her first language.
The student could then be asked to identify and name the numbers and symbols below and then to carry out the four operations.
+ - × ÷
To further assess number operations, give the student Mathematics
Assessment 1, 2 and 3, as appropriate.
The student
’s responses can be recorded on the Initial Mathematics
Assessment profile sheet.
41

Mathematics Assessment 1
Level 2
(1) Fill in the empty boxes.
1 2 4 6 7
(2) 4 + 3 = (3) 10 – 9 =
(4) 2 x 6 = (5) 15  3 =
(6) 859 x 3 = (7) 150  5 =
(9) 238 + 173 + 386 = (10) 436 – 218 =
(11) 347
198
+
387
___
(12) 648
- 319
___
9 10
(8) 3.14 + 6.2 =
= 7 (13) a) 5 + b) 5 - = 2 c) 3 x = 9 d) 20  = 5
13
If the pupil can complete the above, move on to the National Curriculum levelled questions in Mathematics Assessment 2
42

Mathematics Assessment 2
Level 3
(A) You can make six numbers using these digit cards:
Complete the list to show the six different numbers.
(B) The answer is always 100. Fill in the missing numbers.
68 +
..............
=
65 ×
20
2
×
..............
=
300

..............
=
–
..............
=
100
100
100
100
Mathematics sheets by permission of London Gifted and Talented website
43

(C)
52 – 38 = …………
259 + 386 = …………
36 × 4
135 ÷ 5
= …………..
= …………..
Mathematics sheets by permission of London Gifted and Talented website
44

Level 4
(D)
Fill in the missing numbers so that the answer is always 45.
The first one is done for you.
142 – ..........
50% of ..........
= 45
450

1
4 of ..........
(E)
Work out 32 × 21
Show your working.
…..................................
Mathematics sheets by permission of London Gifted and Talented website
45

(F)
Fill in the missing numbers.
3.7 + 2.5 =
2.9 + = 4
(G)
Look at these fractions:
1
2
1
3
5
6
Mark each fraction on the number line.
The first one is done for you.
0 1
1
2
H)
Solve these equations. a + 12 = 24 a = …………………. b
– 12 = 24 b = …………………
Mathematics sheets by permission of London Gifted and Talented website
46

Level 5
(I) Each diagram below was drawn on a square grid.
Write what percentage of each diagram is shaded.
The first one is done for you.
............... %
............... %
............... %
(J) Percentages (use a calculator)

8% of £26.50 = £
12½ % of £98 = £
(K)
When x = 5 , work out the values of the expressions below.
2 x
+ 13 = …......................
5 x
– 5 = …........................
3 + 6 x
= …........................
If the pupil can complete the above, move on to the National Curriculum levelled questions in Mathematics Assessment 3
47

Level 6
(L)
57.3 × 2.1 =
Show your working.
Mathematics Assessment 3
. . . . . . . . …………….
(M)
5
6
 3
5
=
Show your working.
Write your answer as a fraction in its simplest form .
………………………..
(N)
Show your working.
8 k

1 = 15 k = ............................
2 m + 5 = 10 m = ............................
3 t + 4 = t + 13 t = ……………………
Mathematics sheets by permission of London Gifted and Talented website
48

Level 7
(O)
Write the missing numbers in these multiplication grids.
×
9
–6
8
72
30
×
3
0.2
1.2
6
(P)
Show your working.
(a) 4 – 2 y

10 – 6 y y
 ………………
Mathematics sheets by permission of London Gifted and Talented website
49

(b) 5 y + 20

3( y – 4)
(c)
2
9 y y 
1

9 y

......................... y

.........................
Mathematics sheets by permission of London Gifted and Talented website
50

(Q)
(a) Find the values of a and b when p

10 a 
3 p 3
2 a

......................... b 
2 p 2
 p – 3

7 p
(b) Simplify this expression as fully as possible:
3 cd 2
5 cd b

.........................
(c) Multiply out and simplify these expressions:
3( x – 2) – 2 (4 – 3 x )
( x + 2)( x + 3)
( x + 4)( x – 1)
( x – 2) 2
Mathematics sheets by permission of London Gifted and Talented website
51

Level 8
(R)
1
is equal to 0.0004
2500
(a) Write 0.0004 in standard form.
...............................
1
(b) Write
25000
in standard form.
...............................
1
(c) Work out
2500

1
25000
Show your working, and write your answer in standard form.
...............................
Mathematics sheets by permission of London Gifted and Talented website
52

(S)
A
Match each graph to the correct equation. y B y x x
C y x
D y E y x
Graph ................ shows the equation y

2 x – 6
Graph ................ shows the equation y

6 x
3
Graph ................ shows the equation y

6 – x
Graph ................ shows the equation y
 x
2 – 6
Graph ................ shows the equation y

6
1 x x
Mathematics sheets by permission of London Gifted and Talented website
53

(B)
Mathematics Assessment 2
(Answers)
Level 3
(A)
3 5 7
Complete the list to show the six different numbers.
357
375
537
573
735
753
68 + 32
..............
=
20 ×
5
..............
=
300
 3
..............
=
65 × 2 – 30
..............
=
54
100
100
100
100

(C)
52
– 38 =
14
259 + 386 = 645
36 × 4 = 144
135 ÷ 5 = 27
Possible methods/strategies
4
52
1
- 38
10 4
14
38 48 52
259
+ 386
645
36 x 4
144
36 x 2 = 72
72 x 2 = 144
27
5 13
3
5
135

10 = 13.5
13.5 x 2 = 27
55

Level 4
(D)
1 0
5 0 % o f 90
1 4 2 – 97
4 5 0

10
=
4 0 + 5
4
1
4 o f 180
5
(E)
Work out 32 × 21
Alternatively
x 30 2
Show your working. 20 600 40 640
1 30 2 32
32
x 21 672
32
640
672
56

(F)
Fill in the missing numbers.
3.7 + 2.5 =
3.7
+ 2.5
6.2
2.9 + = 4
(G)
(a) Look at these fractions:
1
2
1
3
5
6
Mark each fraction on the number line.
The first one is done for you.
0

1
3
(H)
Solve these equations.
1
2

5
6
1 a + 12 = 24 b
– 12 = 24 a = 24 - 12
12 a = …………………. b = 24 + 12 b = …………………
57

Level 5
(I) Each diagram below was drawn on a square grid.
Write what percentage of each diagram is shaded.
The first one is done for you.
(J) Percentages using calculator
8% of £26.50 =
£ 2.12
12½ % of £98 =
£ 12.25
58
0.08 x 26.50
0.125 x 98
............... %
60
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
%
60
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
%

(K)
When x = 5 , work out the values of the expressions below.
( 2x 5 + 13 = 23)
2 x 23
(5 x 5
– 5 = 20)
5 x
20
33
4 + 6 x = ...........................
(3 + 6 x 5 = 33)
Mathematics Assessment 3
59

(Answers)
Level 6
(L)
57.3 × 2.1
Show your working.
573
21
573
2 100 14 0.6 114.6
11460
0 .1 5 0.7 0.03 5.73
12033
120.33
. . . . . . . . …………….
(M)
Calculate
5
6
 3
5
Show your working.
15

1
30 2 or
5
1
6
2 x
3
1
5
1
=
1
2
Write your answer as a fraction in its simplest form .
1
60

(N)
Show your working.
8 k

1 = 15 8 k = 16
2 m + 5 = 10
3 t + 4 = t + 13 k = ............................
2 m = 5
2.5 m = ............................
2t = 9
4.5 t = ............................
61

Level 7
NB. At this level it is desirable that the assessment is seen by a mathematics teacher.
(O)
×
9
–6
8
–5
72 –45
–48 30
× 0.2 0.4
3 0.6 1.2
15 3 6
(P) Finding y
(a) Correct answer
1.5
Shows some L7 algebraic facility
4 y = 6
-4 y = – 6
4 y – 6 = 0 y = 6 ÷ 4 y =
4
6
(b) Correct answer
– 16
(c) Correct answer
–1
Shows some L7 algebraic facility
9 y = –9
-9 y = 9
0 = 9 y + 9
2 y y

1

1
62

(Q) (a) Correct answers
1500
20
(b) Correct answer
Any correct, fully simplified expression eg:
'
3 d
5
'
3
' d
5
'
3 d ÷ 5
0.6
d
Do not accept unconventional fractions eg:
1 .
5
' d
2 .
5
'
Level 8
(c) Correct answers
9x – 14 x 2 + 5 x + 6 x
2 +
3x
– 4 x 2 – 4 x + 4
NB. At this level it is desirable that the assessment is seen by a mathematics teacher.
(R) Correct answers
(a) 4 × 10–4 or 4 × 10-04
(b) 4 × 10–5
(c) 4.4 × 10–4
(S) Correct answers in the correct order
D
C
B
A
E
63

64

Appendix 1
……………….School EAL Pupil Development Sheet (based on NASSEA EAL
Assessment System)
Pupils Name: Year Group: Ethnicity: Home Language:
Listening and
Understanding
S1 (Step 1)
Pupils listen attentively for short bursts of time.
They use non-verbal gestures to respond to greetings and questions about themselves, and try to follow simple instructions based on routines.
S2 (Step 2)
Pupils understand simple conversational
English. They listen and respond to the gist of general explanations by the teacher where language is supported by non-verbal clues, including illustrations.
S3 (Threshold)
With support, pupils understand and respond appropriately to straightforward comments or instructions addressed to them.
They listen attentively to a range of speakers, including teacher presentations to the whole class.
Speaking
S1 (Step 1)
Pupils echo words and expressions drawn from classroom routines and social interactions to communicate meaning.
They express some basic needs, using single words or phrases in English.
S2 (Step 2)
Pupils copy talk that has been modelled. In their speech they show some control of English word order and their pronunciation is generally intelligible.
S3 (Threshold)
Pupils speak about matters of immediate interest in familiar settings. They convey meaning through talk and gesture and can extend what they say with support. Their speech is sometimes grammatically incomplete at word and phrase level.
Reading
S1 (Step 1)
Pupils participate in reading activities and may build on their knowledge of literacy in another language.
They know that, in
English, print is read from left to right and from top to bottom.
They recognise their names and familiar words and identify some letters of the alphabet by shape and sound.
S2 (Step 2)
Pupils begin to associate sounds with letters in English and to predict what the text will be about. They read words and phrases that they have learned in different curriculum areas. With support they can follow a text read aloud.
S3 (Threshold)
Pupils can read a range of familiar words, and identify initial and final sounds in unfamiliar words. With support, they can establish meaning when reading aloud phrases or simple sentences, and contextual clues. They respond to events and ideas in poems, stories and non-fiction.
Writing
S1 (Step 1)
Pupils use English letters and letter-like forms to convey meaning. They copy and write their names and familiar words, and write from left to right.
S2 (Step 2)
Pupils attempt to express meanings in writing, supported by oral work or pictures. Generally their writing in intelligible to themselves and a familiar reader, and shows some knowledge of sound and letter patterns. Building on their knowledge of literacy in another language pupils show knowledge of sentence division.
S3 (Threshold)
Pupils produce recognisable letters and words in texts, which convey meaning and show some knowledge of
English sentence division and word order. Most commonly used letters are correctly shaped, but may be inconsistent in size and orientation.
65

S4 (Secure)
In familiar contexts, pupils follow what others say about what they are doing and thinking.
They listen with understanding to sequences of instructions and usually respond appropriately in conversation.
S5 (Consolidating)
Pupils can understand most conversations when the subject of the conversation is more concrete than abstract and where there are few figurative and idiomatic expressions.
S6 (Competent)
Pupils can participate as active speakers and listeners in group tasks.
They understand most social and academic school interactions delivered at normal speed.
S7 (Independent)
Pupils have the range of listening skills necessary to participate fully within the curriculum and can be fairly assessed using only the National
Curriculum for English.
S4 (Secure)
Pupils speak about matters of interest to a range of listeners and begin to develop connected utterances.
What they say shows some grammatical complexity in expressing relationships between ideas and sequences of events. Pupils convey meaning, sustaining their contributions and the listeners interest.
S5 (Consolidating)
Pupils begin to engage in dialogue or conversation within an academic context. In developing and explaining their ideas they speak clearly and use a growing vocabulary.
S6 (Competent)
Pupils use language appropriately across the curriculum for different academic purposes (e.g. explaining) – some minor errors may still be evident. They are able to use more complex sentences.
S7 (Independent)
Pupils have the range of speaking skills necessary to participate fully within the curriculum and can be fairly assessed using only the National
Curriculum for English.
S4 (Secure)
Pupils use their knowledge of letters, sounds and words to establish meaning when reading familiar texts aloud, sometimes with prompting. They comment on events or ideas in poems, stories and non-fiction.
S5 (Consolidating)
Pupils use more than one strategy, such as phonic, graphic, syntactic and contextual, in reading unfamiliar words and extracting information from a variety of texts.
From KS2 onwards reading is typically begun to be a tool for learning rather than a process which is an end in itself.
S6 (Competent)
Pupils understand many culturally embedded references and idioms, but may still require explanations. From
KS2 onwards pupils can read complex texts starting to go beyond the literal by using some higher order reading skills such as inference and deduction.
S7 (Independent)
Pupils have the range of reading skills necessary to participate fully within the curriculum and can be fairly assessed using only the National
Curriculum for English.
S4 (Secure)
Pupils use phrases and longer statements that convey ideas to the reader, making some use of capital letters and full stops. Some grammatical patterns are irregular and pupil’s grasp of English sounds and how they are written is not secure.
Letters are usually clearly shaped and correctly orientated.
S5 (Consolidating)
Pupils are able to produce written outcomes using a range of appropriate grammatical structures when given
‘scaffolding’ support
(writing frames and grammar for writing styles). Pupils production is limited with no support.
Pupils are beginning to understand that different contexts require different forms of expression.
S6 (Competent)
Pupils can produce appropriately structured and generally accurate work in a variety of familiar academic contexts with few errors and without support.
They still require support to develop the organisational skills and appropriate linguistic forms for new contexts.
S7 (Independent)
Pupils have the range of literacy skills necessary to participate fully within the curriculum and can be fairly assessed using only the National Curriculum for English.
66

Appendix 2
Addendum to the School Admission Form for Minority Ethnic Pupils
Full name:
……………………………………….
(in order)
Family name: ………………….
Personal name: ……………… Preferred name: ……………......
(may be the same as personal name)
Date of birth Country of birth
Arrival in UK
(if not UK born)
Ethnicity Religion Refugee status
Family information:
Relationship of carer/carers to the pupil
Siblings
Names: Age: Gender:
Other relevant details:
Student’s use of language:
(including English)
Languages Speaking
( proficiency)
Home School
Reading
(proficiency)
Writing
(proficiency)
Used with/ where
Previous schooling: (including breaks in education, pre-school and UK education)
Country Date started Ages
(from-to)
Assessment
(exams/ grades)
Languages used
Where/when learnt - community schools attended
Repeated years
67

Support for learning:
Favourite subjects in school
Interests and hobbies
Extended leave: ( reasons, time, when)
Support needed for the child’s English language acquisition: (e.g. bilingual dictionaries)
Prior experience which may affect learning
Dietary and health issues:
Favourite foods and preferred diet
Dietary restrictions
Known medical conditions
Support for parents and carers: (tick boxes)
Interpreter required at pa rent’s meetings
The parent or carer can bring an interpreter
Bilingual translations of school letters and leaflets would be helpful
Contacts of local community groups
School letters written in English can be translated
Information on Supplementary
Schools is requested are required
Data collected by: …………………………………. Date:
…………………………………
This form may be adapted and is available by email from EMASS or on the EMASS web site.
68

69

Further copies of this publication are available from EMASS
Ethnic Minority Achievement Support Service
The Queensway Centre
Queensway
Bletchley
Milton Keynes, MK2 2HB
Tel: 01908 270409
Email: multicultural@milton-keynes.gov.uk
Website: http//www.miltonkeynes.gov.uk/emass
Price: £10 70