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SUNNYMEDE PRIMARY SCHOOL �KEY STAGE 2 SATS

24^th January 2024

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Background to SATs

SATS are Standard Assessment Tests (‘end of key stage tests’)
There have been Key Stage 2 SATs since 1995
Tests are statutory
Tests are marked externally
Children complete a range of tests in Numeracy and Literacy
All Year 6 children in England sit their tests on the same day
As the curriculum changed in 2014, these are the SAT tests under the new curriculum.

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Why do we have SATs?

A formal examination process
Provide a snapshot of what a pupil is able to do at a given moment in time
Standardised method of assessment for all children at end of KS2
Standard Attainment Tests provide info for schools (primary & secondary), Local Authorities and at a national level
They are intended to show what pupils have learnt and retained during the year and throughout their primary schooling – how much progress they have made. The children are tested on all the work they have covered in all year groups so far. The tests help our teachers learn about the strengths and weaknesses of what your child understands about a subject.
They also inform GCSE predicted grades.

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EXPECTATIONS

The results show whether or not your child has reached the National Curriculum expectations for their year group:

Most children are expected to achieve age related expectations- this is shown through a scaled score.

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WHAT TESTS WILL BE TAKEN THIS YEAR?

Schools are required to administer the following tests:

English grammar, punctuation and spelling (introduced in 2013) – ‘GPS’ test
English reading
Mathematics- arithmetic and two reasoning papers.

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�2024 TEST DATES�

Monday 13^th May	Tuesday 14^th May	Wednesday 15^th May	Thursday 16^th May
English: Grammar and Punctuation: Paper 1 45 mins	English: Reading 1hr	Maths: Paper 1: Arithmetic 30 mins	Maths: Paper 3: Reasoning 40 mins
English: Paper 2: Spelling		Maths: Paper 2: Reasoning 40 mins

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What happens if my child misses a test?

Tests are statutory
Holidays will not be authorised during test week or in the weeks beforehand
If a child misses a test, the child will have an opportunity to take the test up to five days after the published test

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Access Arrangements

Provision will be made to enable all children to achieve as highly as possible e.g.

- Readers

- Extra time

- Prompt

Any provision given to children will need to be part of their normal routine.

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The Headteacher makes the decision whether or not to enter children into the KS2 SAT tests.

If staff feel your child should not sit the SAT tests, you will be informed.

Disapplication

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How will the results be reported?

Year 6 SATs tests are sent away for marking by external markers and are then returned to school early in July. The Headteacher receives electronic information about the marks awarded for each test.

Schools check the results and papers to ensure that no errors in marking or calculating results have been made. Sometimes papers are sent for re-marking.

A child who achieves the ‘national standard’ (a score of 100) will be judged to have demonstrated sufficient knowledge in the areas assessed by the tests.

Since July 2016, for the first publication of test results, each pupil now receives:
a raw score (number of raw marks awarded);
a scaled score in each tested subject;
confirmation of whether or not they attained the national standard.

Parents must be informed of results by the end of the school year in July.

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Teacher assessment results for English, Maths and Science
SAT (test) judgement for English and Maths
Information about achievement in this school
Attendance for your pupil

...which is all contained within the normal end of year report.

Parents will receive...

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SCALE SCORES

Listen to your child read regularly.

Focus on developing an enjoyment and love of reading.

Enjoy stories together – reading stories to your child at KS2 is equally as important as listening to your child read.

Read a little at a time but often, rather than rarely but for long periods of time!

Talk about the story before, during and afterwards – discuss the plot, the characters, their feelings and actions, how it makes you feel, predict what will happen and encourage your child to have their own opinions.

Look up definitions of words together – you could use a dictionary, the internet or an app on a phone or tablet. Children need to have a broad and rich vocabulary.

All reading is valuable – it doesn’t have to be just stories. Reading can involve anything from fiction and non-fiction, poetry, newspapers, magazines, football programmes, TV guides.

Visit the local library - it’s free!

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After the presentation, you will have the opportunity to look at some sample papers and take a handout which will aid you in supporting your child.

Handouts/sample papers...

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��THE READING TEST�

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1 hour test, children must manage the time themselves to ensure that they complete the test.
3 texts to read and questions for each to be completed
Questions do not get progressively harder as they move through the test

The layout of the reading test:

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Ranking and ordering

e.g. ‘Number the events below to show the order in which they happen in the story.”

Labelling

e.g. ‘Label the text to show the title of the story.’

Find and copy

e.g. ‘Find and copy one word that suggests what the weather is like in the story.’

Short constructed responses

e.g. ‘What does the bear eat?’

Open-ended response

e.g. ‘ Look at the sentence that begins Once upon a time. How does the writer increase the tension throughout this paragraph? Explain fully, referring to the text in your answer.

Question Types include:

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Listen to your child read regularly.

Focus on developing an enjoyment and love of reading.

Enjoy stories together – reading stories to your child at KS2 is equally as important as listening to your child read.

Read a little at a time but often, rather than rarely but for long periods of time!

Talk about the story before, during and afterwards – discuss the plot, the characters, their feelings and actions, how it makes you feel, predict what will happen and encourage your child to have their own opinions.

Look up definitions of words together – you could use a dictionary, the internet or an app on a phone or tablet. Children need to have a broad and rich vocabulary.

All reading is valuable – it doesn’t have to be just stories. Reading can involve anything from fiction and non-fiction, poetry, newspapers, magazines, football programmes, TV guides.

Visit the local library - it’s free!

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��THE GRAMMAR, PUNCTUATION AND SPELLING TEST (GPS)�

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The grammar, punctuation and spelling test will consist of two parts:

Part 1 - A grammar and punctuation paper

(45 minutes)

Part 2 - An oral spelling test of 20 words

(15 minutes)

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SAMPLE QUESTIONS

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SAMPLE QUESTIONS

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SAMPLE QUESTIONS

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Becky walked on, her head a little higher than usual.

Becky walked on her head, a little higher than usual.

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Look at that huge, hot dog.

Look at that huge hot dog.

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SPELLING

Balance of common, polysyllabic words, words that conform to regular patterns and words with irregular patterns.

Examples of spelling strategies include:

-Adding regular word endings -Prefixes (un-,mis-, re-)

-Suffixes(e.g. -ness, -less,-ly, -ing) -Superlatives (e.g.biggest)

-Pluralisation (regular and irregular) -Silent letters

-Compound words -Homophones

-Double consonants -regular letter strings

-common root words -vowel endings

-possessive pronouns

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SAMPLE QUESTIONS

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WRITING

Your child’s assessment for writing is determined by teacher assessment rather than a test

This means we have time to build a bank of evidence that truly reflects your child’s progress

Will be assessed as working below, working at or working at greater depth.

The introduction of a new Key Stage 2 English grammar, punctuation and spelling test in May 2013 will place a stronger focus on teaching these skills in primary schools. Schools may wish to review their approach to how they are taught.

This page answers questions about the background to the test. Further information is provided in the Key Stage 2 assessment in 2013 section of this website.

What are the intended benefits of the English grammar, punctuation and spelling test?

Won’t the English grammar, punctuation and spelling test narrow children’s learning?

As teachers will be making judgements in writing composition, why won’t they also be making judgements on grammar, punctuation and spelling skills?

Why isn’t the test called an English writing test?

Do schools need to change what they teach?

What happens when the new National Curriculum is introduced?

What adjustments can be made for children who have dyslexia, or other special educational needs?

Is there any information available for parents?

What are the intended benefits of the English grammar, punctuation and spelling test?The new test will put an additional focus on essential English skills and encourage good teaching. Children should have mastered these skills by the time they leave primary school, so that they can enter secondary school with the basic skills in place. At present, too many children have not achieved a firm foundation in grammar, punctuation and spelling at the end of Key Stage 2. Children who are able to write and communicate clearly are better prepared to take part in learning activities across all of the different secondary subjects.

Changes are also being made to GCSEs so that from 2013 there will be marks awarded for spelling, punctuation and grammar in key subjects. By developing these skills early, children are improving their chances of succeeding in important qualifications later on in their education.

An improved emphasis on these skills at primary school will help children to learn these important skills early and well. In the long term, children will be able to draw on these skills throughout their education and employment, and their adult life.

Back to top Won’t the English grammar, punctuation and spelling test narrow children’s learning?No. The change to teacher assessment of Key Stage 2 English composition means that children’s writing can now be assessed by their teachers against a wide range of genres throughout Year 6. This provides much more space for recognition of creativity and writing with purpose. The new test will assess skills that go hand-in-hand with writing composition, making it more powerful, effective and accurate.

Although grammar, punctuation and spelling skills will be assessed using a statutory test, this does not mean they have to be taught separately to writing composition. Good teaching should ensure that children not only learn the rules of grammar and punctuation, but are able to apply them in meaningful contexts.

Application of grammar, punctuation and spelling remains an important aspect of extended writing activities. How far a child has learned to apply them in context will be used to inform the end of year teacher assessment judgement.

Back to top As teachers will be making judgements in writing composition, why won’t they also be making judgements on grammar, punctuation and spelling skills?External tests and teacher assessment are both valuable forms of assessment. Lord Bew and his panel considered each subject from the point of view of what is educationally most appropriate, and the Government accepted his recommendations in full.

Lord Bew recognised that writing composition is best suited to teacher assessment. This enables teachers to make a broad judgement based on children’s work across Year 6 and covering a range of genres. In assessing writing composition, teachers will still take account of children’s grammar, punctuation and spelling skills.

The Bew review also recommended that the externally marked writing test should be replaced with a test of grammar, punctuation and spelling. These essential skills have clear rules for application and can be more easily marked.

Back to top Why isn’t the test called an English writing test?Although the majority of the test will focus on writing, the test will also include the assessment of vocabulary and word meaning in context. This is currently part of the reading curriculum domain. Other aspects of the test support Attainment Target 1: speaking and listening. It would therefore be inaccurate to call the test an 'English writing test'.

We are using 'English grammar, punctuation and spelling test', which references the main content of the test.

Back to top Do schools need to change what they teach?No. The English grammar, punctuation and spelling test only covers what is already in the current National Curriculum.

Back to top What happens when the new National Curriculum is introduced?The 2013 English grammar, punctuation and spelling test will only test areas which are part of the current English curriculum. Once the new National Curriculum is introduced, the English grammar, punctuation and spelling test will be aligned to it.

Back to top What adjustments can be made for children who have dyslexia, or other special educational needs?The existing access arrangements for Key Stage 2 tests will apply to the new English grammar, punctuation and spelling test. This includes, for example, provision for extra time or the use of a scribe. Access arrangements are described in the Key Stage 2 Assessment and reporting arrangements and on the Department’s website.

Back to top Is there any information available for parents?Yes. An information leaflet about the test is available to download from the Department's website. Schools are encouraged to give this to parents, and to talk to them about how their child is progressing.

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��THE MATHS TEST�

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What form will the Maths tests take?

Paper 1 (arithmetic – 40 marks)

This will be a 30 minute paper and asks around 30 questions, just on calculations.

Paper 2 and 3 (reasoning – 35 marks each)

These papers will be 40 minutes each and give the children mathematical problems with a context.

All papers are non-calculator

For method marks, children must use specific calculation methods (column addition and subtraction, short or long multiplication and short or long division).

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REASONING PAPER

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REASONING PAPER

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What we are doing within school:

Mock SATs & review
Familiarising children with question types
Revision sessions
Developing children's ability to explain their answers.
Talk to the children and practise strategies to use
Familiarise children with question styles, text types etc.
Support in smaller groups - ‘Booster’ where appropriate
Set revision homework via Doodle learning.

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What can you do to help?

Continue listening to your child read, asking challenging questions about what they have read- encourage them to use the text within their answer.
Keep practising times tables and spellings regularly with your child.
Encourage them to complete their daily activities on Doodle learning.
Help your child with any revision homework

Ask the class teacher about any specific areas they can work on at home
Ensure they come to a booster group if they have been invited
Praise and encourage them

MOST IMPORTANT!

Allow children to be well-rested, maintain their hobbies and interests, to try and be happy!

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THANK YOU FOR LISTENING!

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