Year 2 Autumn Term Assessment Tracker

How to use this spreadsheet

Enter the names of the children who took the test into Column A.
For each question:
a) type 1 into the question cell if that child answered the question correctly (e.g. scored 1 mark);
b) type 0 into the question cell if that child answered the question incorrectly (e.g. scored 0 marks);

c) for questions that score more than 1 point for a correct answer the individual marks are assigned across adjacent columns.

Colour Key
1: Student has answered the question correctly.
0: Student has answered the question incorrectly.

Each student's score is then broken down and analysed by assessment focus to show you the percentage of correct answers. This may
help you identify areas where children need further support. You can refer to the 'Addressing Misconceptions' tab for further information
on potential misconceptions and links to interventions that can help address them.
 Assessment: Autumn Term Assessment

Teacher Name: Date: Breakdown of Results by Assessment Focus

Assessment 1 2 3 4 5 6
Focus Code:
Assessment Focus
4 6 3 1 1 4 6 4 1 4 4 6 2 2 3 1 1 4 2 4 6 6 5 1 4 4 5 6 Number of 6 3 2 9 2 6
Marks:
Q1 Q2 Q3 Q4 (mark 1) Q4 (mark 2) Q5 Q6 Q7 Q8 Q9 (mark 1) Q9 (mark 2) Q10) Q11 (mark 1) Q11 (mark 2) Q12 Q13 (mark 1) Q13 (mark 2) Q14 Q15 Q16 Q17 (mark 1) Q17 (mark 2) Q18 Q19 Q20 (mark 1) Q20 (mark 2) Q21 Q22
Assessment
Student Name Focus
Total
score Compare and Add and Solve problems
Identify the Use knowledge Identify the Count Subtract a 2- Use place value Compare and Count in steps 2-D and 3-D
subtract with addition
(max 28 Identify the shapes that Solve a of 3D shapes number of tens
Identify 2D
backwards in Read and write digit number Order numbers Understand and
Add a single-
to solve
sort common Place Value order numbers of 2, 3, 5 and 10
numbers to 100 and subtraction
shapes
calculations Count in steps Write a number to match each Add three 1- Subtract multiples of 10 from a shapes on the Compare numbers using the <, Describe the properties of digit number to Number Solve missing number 2D and 3D from 0 up to 100 from 0
marks) that match the have a vertical of 5 from 0. model.
subtraction properties to
digit numbers.
and ones in a
2-digit number. surface of 3D > and = signs.
steps of 10 numbers in from a 2-digit from smallest calculate the
a 2D shape. a 2-digit magnitude. problems.
problems and
shapes and
line of word problem. solve two-digit from numerals and words. number using to greatest. difference. find all
ten-frames. shapes. number. everyday
symmetry. problems. number. any number. regrouping. possibilities.
objects.

Anna 28 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 100% 100% 100% 100% 100% 100%

0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
Cohort Percentage: 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 83% 100% 100% 78% 50% 67%
Question Assessment
Detailed Assessment Focus
Number Focus Code

1 4 Add across 10.

Identify 2D shapes that have

2 6 vertical lines of symmetry.

3 3 Count in steps of 5, forward and backward.

Identify, represent and estimate numbers using

4 1
different representations.
 Identify, represent and estimate numbers using
4 1
different representations.

5 1 Derive and use related facts up to 100.

Identify and describe the properties of 3D

6 2
shapes.

7 1 Add three one-digit numbers.

Recognise the place value of each digit in a

8 1
two-digit number.

Derive and use related facts up to 100.

9 4
 Derive and use related facts up to 100.
9 4

Identify 2D shapes on the surface of 3D

10 6 shapes.

Compare numbers using the <, > and = signs.

11 2

Count in tens from any number, forward and

backward.
12 3

Read and write numbers in numerals and

words.
13 1

Subtract two two-digit numbers.

14 4

Compare and order numbers from 0 up to 100.

15 2
 Compare and order numbers from 0 up to 100.
15 2

Understand language of sum and difference.

16 4

Identify and describe the properties of 2D

shapes.
17 6

Add across 10.

18 5

Identify, represent and estimate numbers using

different representations,
including the number line.
19 1

20 4 Solve missing number problems.

 Use place value and number facts to solve
21 5
problems.

Compare and sort common 2D and 3D shapes

22 6 and everyday objects.
Possible Misconceptions
with download links to evidence-based interventions

Children may not apply their knowledge of number bonds and of partitioning to add a one-digit number to a two-digit number.

Year 2 Maths Same-Day Intervention Plan: Bridging through Multiples of Ten to Add

Children may struggle to understand symmetry.

Year 2 Maths Same-Day Intervention Plan: Recognising Vertical Symmetry

Children may only sustain counting in fives for the first few multiples.

Year 2 Maths Same-Day Intervention Plan: Counting in Fives

Children may struggle to partition or recombine as they are not secure with the digits.

Year 2 Maths Same-Day Intervention Plan: Partitioning and Recombining Numbers

Year 2 Maths Same-Day Intervention Plan: Partitioning and Recombining Numbers

Children may not apply their number bond knowledge to add multiples of 10.

Year 2 Maths Same-Day Intervention Plan: Use Number Bonds of 10 to make 100

Children may struggle to be methodical and remember which vertices they have already counted.

Year 2 Maths Same-Day Intervention Plan: Describing the Properties of 3D Shapes

Children may only add numbers in the order they are written, rather than reorganising the order of the calculation more efficiently.

Year 2 Maths Same-Day Intervention Plan: Add Three Single Digit Numbers

Children may not yet understand the value of the digits in a two-digit number. (Year 1)

Year 1 Maths Same-Day Intervention Plan: Place Value

Children may not apply their number bond knowledge to add and subtract multiples of ten to and from a two-digit number.

Year 2 Maths Same-Day Intervention Plan: Add and Subtract Multiples of Ten
Year 2 Maths Same-Day Intervention Plan: Add and Subtract Multiples of Ten

Children may find it difficult to transfer their knowledge of 2D shapes to 3D shapes.

Year 2 Maths Same-Day Intervention Plan: Recognising 2D Faces on 3D Shapes

Children may confuse the meanings of the symbols.

Year 2 Maths Same-Day Intervention Plan: Using the More Than, Less Than and Equals Symbols to Compare Numbers

Children may not be able to generalise about patterns in order to make predictions.

Year 2 Maths Same-Day Intervention: Counting in Tens from Any Number

Children may represent the number incorrectly due to place value misconceptions.

Year 2 Maths Same-Day Intervention Plan: Forming Two-Digit Numbers

Children may struggle to add and subtract two-digit numbers when crossing a tens boundary.

Year 2 Maths Same-Day Intervention Plan: Adding and Subtracting Two-Digit Numbers

Children may be unsure which digits to compare when ordering numbers.

Year 2 Maths Same-Day Intervention Plan: Using Place Value to Order and Compare Numbers

Children may include the starting number when counting on to find the difference.

Year 2 Maths Same-Day Intervention Plan: Find the Difference

Children may not understand the vocabulary ‘sides’ and ‘vertices’.

Year 2 Maths Same-Day Intervention Plan: Recognising 2D shapes

Children may not apply their knowledge of number bonds and of partitioning to add a one-digit number to a two-digit number.

Year 2 Maths Same-Day Intervention Plan: Bridging through Multiples of Ten to Add

Children may not yet understand how to order and correctly place numbers on a number line.

Year 2 Maths Same-Day Intervention: Using Number Lines

Children may struggle to solve missing number problems when faced with different presentations.

Year 2 Maths Same-Day Intervention Plan: Missing Number Calculations

Children may find it difficult to interpret representations. They may struggle to identify all possibilities using their understanding of place value.

Year 2 Maths Same-Day Intervention Plan: Forming Two-Digit Numbers

Children may find it difficult to sort shapes and to think of their own criteria.

Year 2 Maths Same-Day Intervention Plan: Sorting 3D Shapes