Start Year 3 with a clear, detailed picture of pupils’ starting points in both English and Maths. Assess → Diagnose → Intervene This complete baseline assessment bundle combines the Year 3 English Baseline Assessment and Year 3 Maths Baseline Assessment, giving teachers ready-to-use assessments, marking guidance, diagnostic analysis, intervention support and tracking tools in one resource. Designed for the beginning of Year 3, both assessments focus primarily on retained Year 2 and prerequisite KS1 knowledge, helping teachers identify what pupils can apply independently, where misconceptions remain and which areas need immediate support or additional challenge. Year 3 English Baseline Assesses key areas of English including: Reading Grammar and Punctuation Spelling Writing Results can be used to identify strengths, gaps and intervention priorities across individual pupils and the wider class. Year 3 Maths Baseline Includes: Core Year 2 Prior Attainment – /90 Separate Year 3 Readiness – /10 Arithmetic and Fluency Reasoning and Problem Solving Number and Place Value Calculation Fractions Measurement Geometry and Position Statistics and Reasoning The Year 3 Readiness section is reported separately and helps teachers decide the appropriate starting pace, scaffolding and level of challenge without lowering the pupil’s Year 2 prior-attainment judgement. Across the bundle you will receive Teacher Administration Guides Ready-to-print Student Assessment Booklets English Reading Insert Detailed Teacher Mark Schemes Diagnostic Frameworks and Worked Exemplification Intervention Guides linked to assessment outcomes National Curriculum Objective Mapping SEND / Accessible Assessment Booklets Inclusive Assessment Teacher Guidance Parent Communication Templates Excel Assessment Trackers for recording, analysing and interpreting results More than just two tests These resources are designed to help teachers move directly from assessment to action. Use the results to: establish clear beginning-of-year starting points identify individual and whole-class misconceptions highlight pupils requiring targeted intervention recognise pupils ready for additional challenge support early planning and grouping decisions track attainment across key areas generate useful pupil and class-level information communicate starting points clearly with parents The SEND / accessible versions maintain the same assessment content and mathematical or English demand while reducing unnecessary barriers through clearer formatting, increased spacing and additional response space. Suitable for Year 3 class teachers, English and Maths leads, KS2 leaders, teaching assistants and schools following the National Curriculum for England. A comprehensive beginning-of-year bundle designed to reduce assessment preparation, marking, analysis and intervention planning while giving teachers meaningful information they can use immediately.

Start the new academic year with a clear picture of pupils’ strengths, gaps and next steps across English and Maths. Assess → Diagnose → Intervene This comprehensive Year 3 and Year 4 Baseline Assessment Bundle brings together four complete beginning-of-year assessment packs: Year 3 English Baseline Assessment Year 3 Maths Baseline Assessment Year 4 English Baseline Assessment Year 4 Maths Baseline Assessment Designed for teachers working across Lower KS2, these assessments help identify what pupils have retained from the previous year, where misconceptions remain and which pupils may require additional support or greater challenge. Rather than providing only an overall score, the resources are designed to support diagnosis, intervention and planning at the start of the year. English assessment The English baselines assess key areas including: Reading comprehension Grammar and punctuation Spelling Writing Teachers can use the results to identify individual and whole-class strengths, pinpoint gaps in prior learning and establish early English priorities. Maths assessment The Maths baselines assess a broad range of curriculum knowledge through a combination of: Arithmetic and fluency Number and place value Calculation Fractions Measurement Geometry and position Statistics Reasoning and problem solving The assessments are designed to establish secure prior attainment while also helping teachers identify pupils ready for additional challenge. Across the bundle you will find Depending on the individual assessment pack, resources include: Teacher Administration Guides Ready-to-print Student Assessment Booklets Teacher Mark Schemes and answers Diagnostic guidance Worked exemplification Intervention guidance linked to assessment outcomes National Curriculum objective mapping SEND / accessible assessment versions Assessment trackers Inclusive assessment guidance Parent communication resources Designed to support assessment beyond the test Use the results to: establish reliable beginning-of-year starting points identify gaps from the previous year highlight individual and class-wide misconceptions support intervention grouping identify pupils ready for greater challenge inform first-term planning support pupil progress discussions provide evidence for English and Maths leaders communicate starting points more clearly with parents The SEND / accessible versions are designed to reduce unnecessary barriers while maintaining the intended curriculum demand, allowing pupils to demonstrate their mathematical and English understanding more effectively. Ideal for Year 3 teachers Year 4 teachers Lower KS2 teams English and Maths subject leaders Phase leaders Teaching assistants Schools following the National Curriculum for England A practical Lower KS2 assessment bundle that brings English and Maths together in one resource and reduces the time teachers spend creating assessments, mark schemes, trackers, intervention plans and supporting documentation. Four complete baseline assessments in one bundle – assess, diagnose, plan and support from the very beginning of the year.

Assess pupils confidently from the very start of the year with this comprehensive Year 3–6 Maths Baseline Assessment Bundle. Assess → Diagnose → Intervene This bundle brings together four complete maths baseline assessment systems for Years 3, 4, 5 and 6, designed to identify what pupils have retained from the previous year, highlight misconceptions and gaps, and give teachers practical information to use immediately for planning, intervention and challenge. Rather than providing only a test and a score, each year-group pack is designed as a complete diagnostic toolkit, taking teachers from assessment through to analysis and next steps. Four complete Maths baseline packs included Year 3 Maths Baseline Assessment Year 4 Maths Baseline Assessment Year 5 Maths Baseline Assessment Year 6 Maths Baseline Assessment Each assessment focuses primarily on the previous year’s National Curriculum knowledge, making the bundle suitable for beginning-of-year assessment, transition information and establishing accurate starting points. The Year 3 assessment includes a Core Year 2 Prior Attainment score /90 plus a separate Year 3 Readiness /10 section, allowing teachers to identify secure prior learning while also seeing which pupils are already beginning to access selected Year 3 concepts. Maths areas assessed across the collection Depending on the year group, assessment covers key areas including: Number and Place Value Addition, Subtraction, Multiplication and Division Arithmetic and Fluency Fractions Decimals and Percentages where age appropriate Measurement Geometry and Position Statistics Mathematical Reasoning Problem Solving The assessments include a balance of fluency and application so teachers can identify not only whether pupils can calculate accurately, but whether they can reason, explain and apply their mathematical understanding. Each year-group toolkit includes Teacher Administration Guide Ready-to-print Student Assessment Booklet Detailed Teacher Mark Scheme and answers Diagnostic notes and strand analysis Diagnostic Framework and Worked Exemplification Targeted Intervention Guide National Curriculum Objective Mapping SEND / Accessible Student Assessment Booklet Inclusive Assessment Teacher Guidance Parent Communication Template Excel Assessment Tracker Assessment that leads directly to action The accompanying diagnostic resources allow teachers to move beyond an overall percentage and identify exactly where support is needed. Use the results to: establish accurate beginning-of-year starting points identify retained knowledge from the previous year spot individual and whole-class misconceptions identify weaker mathematical domains group pupils for targeted intervention recognise pupils ready for additional challenge inform medium-term and first-term planning support pupil progress and transition discussions provide useful evidence for Maths and phase leaders communicate strengths and priorities clearly with parents The intervention guidance links assessment outcomes to practical next steps, helping teachers focus support on specific misconceptions rather than reteaching an entire strand unnecessarily. SEND and accessibility included Each pack contains a SEND / accessible assessment version designed to reduce unnecessary barriers while maintaining the mathematical demand of the standard assessment. Accessible versions use features such as clearer layouts, increased spacing, larger response areas and reduced visual load so pupils have a fair opportunity to demonstrate their mathematical understanding. Excel tracking included The assessment trackers support efficient analysis of pupil and class performance, including: automatic score calculations strand-level analysis overall diagnostic judgements class performance information identification of intervention groups individual pupil profiles and reporting information Ideal for Year 3, Year 4, Year 5 and Year 6 teachers KS2 teams Maths subject leaders Phase leaders Teaching assistants Schools preparing for a new academic year Transition and beginning-of-year assessment Schools following the National Curriculum for England This Years 3–6 Maths Baseline Bundle provides a consistent approach to diagnostic assessment across KS2 while still ensuring that each assessment is appropriate to the curriculum knowledge pupils should have secured before entering their new year group. Four year groups. Four complete diagnostic systems. One comprehensive KS2 Maths assessment bundle designed to help teachers assess, diagnose, plan and intervene from the very beginning of the year.

Start the new academic year with a clear understanding of pupils’ mathematical starting points with this comprehensive Year 3 and Year 4 Maths Baseline Assessment Bundle. Assess → Diagnose → Intervene This bundle combines complete beginning-of-year maths baseline resources for Year 3 and Year 4, designed to identify what pupils have retained from the previous year, highlight misconceptions and gaps, and help teachers make informed decisions about planning, intervention and challenge from the very start of the year. Rather than simply producing an overall test score, these assessments are designed as diagnostic tools, allowing teachers to identify strengths and areas for development across key mathematical strands. Two complete Maths baseline assessments included Year 3 Maths Baseline Assessment Year 4 Maths Baseline Assessment The assessments focus primarily on the mathematical knowledge pupils should have secured before entering their new year group, making them ideal for September assessment, transition information and establishing beginning-of-year starting points. **Mathematical areas assessed ** Across the two assessments, pupils are assessed in areas including: Number and Place Value Addition and Subtraction Multiplication and Division Arithmetic and Fluency Fractions Measurement Geometry and Position Statistics Mathematical Reasoning Problem Solving Questions include a combination of fluency, reasoning and application so teachers can see not only whether pupils can calculate accurately, but also whether they can apply and explain their mathematical understanding. Comprehensive teacher resources The packs include supporting materials designed to take teachers from assessment through to analysis and next steps, including: Teacher Administration Guides Ready-to-print Student Assessment Booklets Detailed Teacher Mark Schemes Diagnostic guidance Worked exemplification Intervention guidance linked to assessment outcomes National Curriculum objective mapping SEND / accessible assessment versions Inclusive assessment guidance Parent communication resources Excel assessment trackers From assessment to action Use the results to: establish reliable beginning-of-year starting points identify gaps in prior learning highlight individual and whole-class misconceptions identify weaker mathematical strands plan targeted intervention group pupils according to specific needs recognise pupils ready for additional challenge inform first-term planning support transition and pupil progress discussions provide useful evidence for Maths and phase leaders The intervention guidance helps teachers move directly from a pupil’s assessment performance to focused teaching priorities, reducing the need to analyse every question and create intervention plans from scratch. SEND / accessible versions included Accessible pupil versions are included to reduce unnecessary barriers while maintaining the intended mathematical demand. Clearer layouts, increased spacing and additional response space help pupils demonstrate their understanding without changing what is being assessed. Ideal for Year 3 teachers Year 4 teachers Lower KS2 teams Maths subject leaders Phase leaders Teaching assistants Transition and beginning-of-year assessment Schools following the National Curriculum for England A practical Lower KS2 Maths assessment bundle that provides much more than two tests. Assess pupils, identify their needs and move directly into informed planning, targeted intervention and appropriate challenge. Two year groups. Two complete diagnostic assessment systems. One ready-to-use Lower KS2 Maths baseline bundle.

Start the second week of Year 6 with five complete, connected teaching days already planned. Year 6: Start Strong – Week 2 takes pupils from academic diagnosis and problem-solving through independence, leadership and finally into evidence-based reflection and goal setting. This is not a collection of unrelated worksheets or filler activities for the first weeks back. Days 6–10 form a deliberate progression: DIAGNOSE → PROBLEM-SOLVE → BECOME INDEPENDENT → LEAD → LAUNCH Across the five days, pupils investigate their maths and SPaG starting points, learn how to respond productively when they are stuck, apply mathematical reasoning to a substantial real-world project, build personalised learning strategies, explore responsible leadership and finish by setting precise Year 6 goals. Together, Days 6–10 provide approximately 21–24½ hours of structured learning, excluding breaks and lunch. Each day combines independent work, paired discussion, collaborative challenges and purposeful reflection. Five complete Year 6 teaching days DAY 6 – Maths Fluency & SPaG Repair Agency Diagnose • Repair • Apply • Explain Day 6 combines an independent maths diagnostic with a substantial SPaG investigation. Pupils become linguistic repair specialists and learn a four-stage editing protocol: SPOT IT → NAME IT → CORRECT IT → EXPLAIN IT After diagnosing a damaged text, pupils rotate through six specialist repair stations covering: sentence boundaries punctuation apostrophes verb agreement and tense word classes spelling patterns and statutory spellings pronouns and cohesion They finish by independently repairing a complete text and explaining the grammatical reasoning behind their changes. The lesson provides teachers with useful evidence about both mathematical fluency and pupils’ ability to identify, correct and explain SPaG errors rather than simply guessing the answer. Approx. 3¾–4½ hours DAY 7 – The Problem-Solving Blueprint Diagnose • Struggle • Build • Defend Day 7 moves beyond mathematical calculation and investigates how pupils actually approach difficult problems. Pupils explore productive struggle before learning a repeatable six-stage Problem-Solving Engine: READ → REPRESENT → CHOOSE → TRY → CHECK → EXPLAIN They then apply these strategies to a substantial Year 6 Activity Day Master Plan. Working within fixed budget and timetable constraints, teams must compare options, calculate costs, create a viable schedule and justify their decisions. Just when they believe the plan is complete, a Parameter Update changes the conditions and forces pupils to recalculate and adapt. This gives teachers valuable evidence about mathematical reasoning, resilience, communication and how pupils respond when their original solution no longer works. Approx. 4–4½ hours DAY 8 – The Navigator’s Toolkit Diagnose • Navigate • Reflect Day 8 explicitly teaches pupils how to become more independent learners. Rather than treating every difficulty as simply being “stuck”, pupils investigate different barriers and decide what kind of response is actually needed. They learn the five-step Navigator Sequence: STOP → REREAD → CHECK → TRY → ASK PRECISELY Every pupil builds a personalised Navigator Toolkit before completing an evidence-based Learning Profile across Reading, Writing, SPaG, Maths, Teamwork and Independence. The focus is not on refusing help. It is on knowing what to try first and how to ask for useful support precisely. Approx. 4½–5 hours DAY 9 – The Leadership Blueprint Contribute • Design • Apply • Lead Day 9 challenges the idea that leadership means being loud, popular or holding a badge. Pupils explore leadership as responsible contribution. They investigate ten different contribution styles, challenge common leadership myths and use a four-stage diagnostic framework to respond to realistic classroom situations. Teams then design a genuine Class Contribution Project. Pupils then review evidence gathered during Days 1–8 and complete an evidence-based application for a genuine classroom responsibility. The final communication task can be delivered as either a one-minute leadership pitch or structured paired interview. Approx. 4½–5⅓ hours DAY 10 – The Year 6 Flight Path Review • Verify • Target • Commit • Launch Day 10 brings the entire ten-day journey together. Rather than finishing the transition period with a simple celebration, pupils revisit the evidence they have gathered and use it to decide who they are as learners and where they need to go next. Pupils: complete a Ten-Day Flight Log compare their Day 1 and Day 10 thinking recalibrate their Top Five Year 6 qualities build a Mission Specialist Profile verify strengths using specific evidence set three precise goals write a Time-Capsule letter recognise the contributions of classmates create the Year 6 Commitment complete Launch Portfolio Entry 10 Every pupil sets one: Academic Goal Independence Goal Contribution Goal Each goal includes an exact action, reason, support system, evidence of success and review point. The programme ends with three shared pillars: WE BELONG • WE DISCOVER • WE LEAD and one immediate action that begins the pupil’s Year 6 journey. Approx. 4⅓–5⅓ hours Important information about the Maths Baseline Days 6 and 7 are designed to connect with an existing Year 6 Maths Baseline Assessment. Maths Diagnostic Part A and Maths Baseline Part B are not duplicated within these Day 6–10 resources. Day 6 uses the existing Part A assessment for its initial maths diagnostic, while Day 7 uses the existing Part B reasoning assessment. This bundle therefore contains the teaching, reflection, strategy and application resources surrounding those assessments, not the complete separate Maths Baseline Assessment pack. Move from assessment to independence – and from independence to leadership. By the end of Day 10, pupils have not simply completed two weeks of back-to-school activities. They have gathered evidence about their academic strengths, practised strategies for dealing with difficulty, learned how to ask for help more effectively, solved substantial problems, considered how they contribute to others and created precise goals for the year ahead. Five purposeful days. One connected journey. Your second week of Year 6 – planned. Part of the Year 6: Start Strong programme: BELONG → DISCOVER → LEAD → LAUNCH.

Start Year 6 with the entire first two weeks planned. Year 6: Start Strong is a complete 10-day transition and induction programme designed to do much more than keep pupils busy at the beginning of the year. Across approximately 40–48 hours of structured learning, pupils build classroom routines, develop teamwork, complete meaningful English and maths diagnostic work, explore how they learn, strengthen independence, practise leadership and finish the programme with precise goals for the year ahead. The ten days form one connected journey: BELONG → BUILD → DISCOVER → LEAD → LAUNCH Instead of ten unrelated first-day activities, evidence and learning carry forward from one day to the next. By the end of Day 10, pupils have created a detailed Launch Portfolio showing what they have discovered about themselves as learners, while teachers have gathered useful evidence about academic starting points, communication, independence, resilience, organisation, problem-solving and contribution. PHASE 1 – BELONG & BUILD DAY 1 – The Year 6 Expedition Belong • Discover • Lead Begin Year 6 by helping pupils feel secure, understand their new environment and develop a positive class identity. Pupils explore classroom systems and support, investigate successful Year 6 habits, solve realistic situations, rank the qualities they believe matter most and create their first team agreement. The day is designed to reveal early evidence about confidence, organisation, independence and how pupils interact with a new group. Approx. 3½–5 hours DAY 2 – The Year 6 Blueprint Diagnose • Rehearse • Remember • Agree Turn classroom expectations into routines pupils can actually use independently. Pupils diagnose ineffective classroom behaviours before rehearsing core routines, productive help-seeking, organisation and multi-step instruction skills. They finish by helping construct a clear and observable Class Charter. The emphasis is not simply on telling pupils the rules. They practise the systems that protect learning time until expectations become visible and repeatable. Approx. 4–4¾ hours DAY 3 – Engineering Teamwork Mission Communicate • Collaborate • Engineer An active teamwork day built around communication laboratories and a substantial STEM challenge. Pupils investigate the difference between hearing and listening, talking and explaining, arguing and disagreeing, and taking over and genuinely helping. They apply these behaviours through Barrier Drawing, Back-to-Back Construction, disagreement scenarios and the main Paper Bridge Engineering Challenge, where teams must plan, build, test, analyse failure and improve their design. The day develops precise communication, inclusion, organisation, resilience and evidence-based problem-solving rather than simply rewarding the strongest final bridge. Approx. 4¼–5 hours PHASE 2 – DISCOVER YOUR LEARNING PROFILE DAY 4 – English Discovery Day Assess • Train • Interrogate • Reflect Establish meaningful English starting points while teaching pupils practical reading strategies. Pupils complete the Year 6 English baseline before learning the Five Fluency Gears: Pace • Accuracy • Punctuation • Phrasing • Expression They then investigate The Keeper of the Clockwork Owl, using A.E.E. – Answer, Evidence, Explain to explore vocabulary, retrieval, inference, authorial intent and prediction. The day finishes with individual reading reflection and a specific next-step target. Approx. 3½–4¼ hours Included for Day 4: the Year 6 English Baseline Student Assessment Booklet and teacher answers required for the lesson. The wider diagnostic framework, trackers, intervention resources, SEND assessment materials and other components from the complete Year 6 English Baseline Assessment Toolkit are not included in this bundle and remain available separately. DAY 5 – The Writing Strategy Case File Investigate • Plan • Craft • Revise A complete narrative-writing workshop designed to show pupils that strong writing begins long before the first sentence is drafted. Pupils investigate effective narrative writing before moving through idea-generation stations. They generate several possible story concepts, evaluate them for originality, depth and feasibility, create an eight-point narrative blueprint and complete an independent narrative. The final stage moves beyond simple proofreading. Pupils revise deliberately to improve meaning, atmosphere, cohesion and the reader’s experience. Approx. 3¾–4½ hours DAY 6 – Maths Fluency & SPaG Repair Agency Diagnose • Repair • Apply • Explain Begin the second week with academic diagnosis and explicit SPaG teaching. Pupils first complete Maths Diagnostic Part A before entering the SPaG Repair Agency and learning the four-stage forensic protocol: SPOT IT → NAME IT → CORRECT IT → EXPLAIN IT They diagnose a damaged text and work through six specialist repair stations covering sentence boundaries, punctuation, apostrophes, verb agreement and tense, word classes, statutory spellings, pronouns and cohesion. The day culminates in an independent Final Field Test where pupils must not only make accurate corrections but explain the rule behind them. Approx. 3¾–4½ hours DAY 7 – The Problem-Solving Blueprint Diagnose • Struggle • Build • Defend Day 7 investigates what pupils actually do when mathematics becomes difficult. After Maths Baseline Part B and an individual confidence profile, pupils explore productive struggle and learn a transferable six-stage Problem-Solving Engine: READ → REPRESENT → CHOOSE → TRY → CHECK → EXPLAIN Teams then design a complete Year 6 Activity Day within fixed budget and timetable constraints. They calculate, compare options, justify decisions and build a feasible plan. Just when the project appears complete, teams receive a Parameter Update that changes the conditions and forces them to recalculate, adapt and defend their revised solution. Approx. 4–4½ hours DAY 8 – The Navigator’s Toolkit Diagnose • Navigate • Reflect Teach pupils how to become genuinely more independent rather than simply telling them to “try harder”. Pupils investigate different meanings of being stuck and learn a five-step Navigator Sequence: STOP → REREAD → CHECK → TRY → ASK PRECISELY They then test these strategies across six Challenge Circuit outposts involving logic, reading, instruction-following, maths reasoning, practical construction and organisation. Every pupil creates a personalised Navigator Toolkit before completing an evidence-based Learning Profile across Reading, Writing, SPaG, Maths, Teamwork and Independence. Approx. 4½–5 hours PHASE 3 – LEAD & LAUNCH DAY 9 – The Leadership Blueprint Contribute • Design • Apply • Lead Challenge the idea that leadership belongs only to the loudest, most confident or most popular pupils. Day 9 reframes leadership as responsible contribution. Pupils investigate leadership myths, explore ten different contribution styles and diagnose realistic classroom situations before deciding what type of response is actually needed. Teams then design a genuine Class Contribution Project, considering actions, responsibilities, resources, risks, inclusion and measurable impact. Finally, pupils use evidence collected during Days 1–8 to apply for a classroom responsibility through either a written application and one-minute pitch or a structured paired interview. Leadership becomes something pupils can prove through actions, rather than simply claim. Approx. 4½–5⅓ hours DAY 10 – The Year 6 Flight Path Review • Verify • Target • Commit • Launch Bring the entire programme together in a meaningful final launch. Pupils revisit their original Day 1 beliefs and complete a Ten-Day Flight Log before recalibrating the qualities they now believe successful Year 6 pupils need. They create a Mission Specialist Profile and learn to verify strengths using an evidence equation rather than unsupported statements. Every pupil then sets three precise targets: Academic Focus Independence Focus Contribution Focus Each target includes an exact action, reason, support system, success evidence and review point. Pupils also write a Time-Capsule Letter to their future selves, recognise specific contributions from classmates, agree the three Year 6 Commitment pillars and complete Launch Portfolio Entry 10. Approx. 4⅓–5⅓ hours The final programme commitment is built around: WE BELONG • WE DISCOVER • WE LEAD What is included in the complete 10-day bundle? 10 complete classroom presentations 10 detailed teacher lesson plans 10 extensive print-ready resource packs approximately 40–48 hours of structured teaching and learning Year 6 English Baseline Student Assessment Booklet + teacher answers for Day 4 detailed printing and preparation guidance classroom routines and independence resources teamwork and communication activities complete Paper Bridge STEM challenge English reading-fluency and comprehension resources narrative planning, drafting and editing resources six SPaG Repair Stations maths reasoning and productive-struggle resources complete Activity Day budgeting and timetable project Navigator independence strategy six-station Challenge Circuit pupil Learning Profiles leadership scenarios and Contribution Styles Class Contribution Project responsibility applications, pitch and interview resources Ten-Day Flight Log evidence-based profile and target-setting resources Time-Capsule activities Peer Recognition Comm-Links Year 6 Class Commitment teacher answer guidance, model responses and worked calculations where appropriate SEND, EAL and access guidance teacher observation and evidence-recording tools Launch Portfolio Entries 1–10 final cohort reflection and next-step tools. The complete programme is built around ten presentations, ten teacher plans and ten print-ready pupil/teacher resource packs, alongside printing guidance, support materials, observation tools, portfolio reflections and model/answer guidance where tasks have checkable outcomes. More than two weeks of back-to-school activities By the end of the programme, teachers have gathered evidence about far more than who completes a worksheet correctly. The sequence helps reveal who settles independently, who needs repeated reassurance, who communicates precisely, who includes others, who can recover when an idea fails, who uses evidence, who sustains independent writing, who understands reading strategies, who can explain SPaG rules, who reasons mathematically, who uses classroom support effectively and who is ready to take on responsibility. Day 10 then brings this evidence together so pupils leave the programme with a profile and goals they can actually explain rather than simply a completed transition booklet. Important Maths Baseline information Days 6 and 7 are designed to work alongside the Year 6 Maths Baseline Assessment. Maths Diagnostic Part A and Maths Baseline Part B are not included in this 10-day bundle. Day 6 requires the existing Maths Diagnostic Part A and mark scheme. Day 7 uses the existing Maths Baseline Part B as its initial reasoning diagnostic. If you already own the KJ_EduInsights Year 6 Maths Baseline Assessment, these lessons are designed to integrate directly with it. Designed for real Year 6 classrooms Year 6: Start Strong is written in British English and designed specifically for Year 6 / Upper KS2. It combines individual reflection, paired learning, structured teamwork, practical challenges, independent assessment, English, mathematics, speaking and listening, self-regulation, leadership and classroom culture. The programme is designed to reduce the enormous planning load of the first two weeks while still allowing teachers to adapt classroom routines, roles, support systems and examples to their own setting. Most importantly, the first ten days produce information teachers can actually use when planning the weeks that follow. Ten complete days. Three connected phases. One clear Year 6 journey. BELONG → BUILD → DISCOVER → LEAD → LAUNCH Your first two weeks of Year 6 – planned.