Empty staff component evidence recordYear 3 Maths · T1 W5–6 · Teacher · Source text / Teacher / Record

Child identifier can be a private local code, not a shared name. Nothing here stores/uploads a response. Keep local privacy arrangements.

• Family/stage/date: ___; first/later/unused-reserve status: ___; prior source exposure: ___; interval since prior teaching/check: ___.
• Chosen communication/privacy/pacing/support: ___; exact neutral wording read/described: ___; any mathematical cue/computation help and when: ___.
• Q1 component/own evidence/independent or named support: ___; Q2: ___; Q3: ___; Q4: ___.
• Actual tool/action observed: ___; child's choice/readings: ___; adult physical action: ___; supplied/model/paper/plan only: ___; not observed: ___.
• Estimate made before exact computation? ___; count/data already visible? ___; what the estimate can establish: ___.
• One specific next teaching using unrelated source/values: ___; responsible adult preparation: ___; wanted support next time: ___.

Use descriptive components, not an invented A–E conversion, diagnosis or full-grade judgment. Preserve the own response as actually made; no filling blanks with expected answers. A later difference can reflect changed source/support/conditions. Physical measuring across length/mass/capacity needs separate suitable observations, not paper-only clearing of M02.