Assessment catalogue 2025 web ready - Flipbook - Page 31
SEN ASSESSMENTS
SNAP Maths
DIGITAL
AGES 6–16
Judy Hornigold, Jonathan Weedon, Charles Weedon
a Quick on-screen activities measure ability across number skills
and cognitive skills. Can be administered one-to-one, with smaller
groups, classes or whole year groups.
a Questionnaires for the child, their teacher and their parent/carer
help build a holistic picture of their Maths learning and emotional
response to Maths.
Rising Stars UK Ltd- Correct Rep Account
SNAP Maths Profile
Sarah Baron
Report generated on 10th April 2025
Age at time of assessment: 12 years 11 months
Core Profile
Fluency standardised score
This digital diagnostic assessment goes beyond curriculum-based
maths assessments to identify speci昀椀c barriers to Maths learning,
including dyscalculia and maths anxiety. SNAP Maths then provides
appropriate interventions, including 昀椀ve-minute Fluency Boosters,
Home Reports and over 30 School Strategies to support each learner.
100
Counting
Subitising
Comparing
numbers
Number
relations
Processing
speed
Visual memory
Auditory
processing /
Verbal
memory
Visual
discrimination
Non-numerical
ordering
General cognitive competencies
Working above (Fluency standardised score 111–145)
Working at (Fluency standardised score 90–110)
Working below (Fluency standardised score 55–89)
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a A Core Profile is built for each learner, identifying areas of strength
and barriers to Maths learning found.
a Home Reports and Information Sheets provide clear explanations
of any difficulties identified by SNAP Maths, helping teachers and
parents/carers understand specific needs and ways they can help.
Using sight
facts
Maths specific skills
Look inside
School Strategy – Maths
anxiety: metacognitive
awareness
Overview
SNAP Maths annual subscription • 9781398369740
Metacognitive awareness develops around the age of 7–8. Often referred to as ‘thinking
about thinking’, metacognitive awareness is a learner’s ability to understand how they learn
best. Can they identify strategies that work for them? Can they evaluate the effectiveness of a
range of strategies?
Learners with dyscalculia/maths difficulties often stick with immature and inefficient
strategies and are often doing a much harder version of maths. For example, using a long
multiplication for 2,000 × 0.25 rather than just dividing by 4 (or halving and halving).
Objective
“SNAP Maths is a game changer for identifying specific
learning needs and then taking next steps.”
Thomas Mills High School
Develop metacognitive awareness.
Ability range
Ages 7–16
Suggested groupings
Individuals and whole classes
What does a pupil with good metacognitive awareness
look like?
When working in maths, learners need to follow these steps:
1 Plan
Before starting to solve a maths problem, the learner plans a course of action.
2 Monitor
During the problem solving, the learner monitors their own progress. Is their plan
working? Have they selected the best strategy?
3 Evaluate
On completion of the task, the learner evaluates how successful the approach was.
How to develop metacognitive awareness
SNAP Maths Activities assess:
When setting a problem, encourage pupils to ask the following questions at each step:
1 Planning
What is the question asking me to do? What should I do first? Have I seen a problem like
this before? What strategies worked for that problem? Can I apply them here?
You may wish to give learners a problem and ask them to work through the planning
questions before modelling it on the board.
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