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Y6 SATs Meeting
Wednesday 18th April 2018
Dates of SATs tests
Test Administration
• Tests are delivered to the children in the
classroom with their class teacher and
another member of staff
• Children will be seated (where possible) at
their own table or seated at opposite ends
of a table
• Some children will take their tests outside
of the classroom in a different room, with
an adult
Access Arrangements • The KS2 tests are intended to assess pupils’
abilities in a fair and comparable way, with as
many pupils as possible able to access them.
• They are designed so that most pupils with special
educational needs and/or disabilities (SEND) can
participate using the standard versions.
• However, a small number of pupils may need
additional arrangements so they can take part –
these are called access arrangements.
What are access
arrangements?
• Access arrangements are adjustments
that schools can make to support specific
pupils during the tests, and must be based
on normal classroom practice.
• The support given must never advantage
or disadvantage individual pupils
Who are access arrangements
suitable for?
Access arrangements may be appropriate for
pupils:
• with a statement of special educational needs (SEN)
or an Education, Health and Care Plan (EHCP)
• for whom provision is being made in school using the
SEN Support system or whose learning difficulty
and/or disability significantly affects their ability to
access the tests
• who have behavioural, emotional or social difficulties
• with English as an additional language (EAL) and
who have limited fluency in English
School have a duty to report access
arrangements to the STA
School have a duty to report the access
arrangements to the STA
Some are not reported but require they are
used only if they reflect normal practice in
the classroom
Additional time
• This is a set amount of extra time, which is given to a
pupil in addition to the length of the test. Pupils
automatically qualify for additional time if they:
• have a statement of special educational needs (SEN) or
an Education, Health and Care Plan (EHCP)
• use the modified large print (MLP) or braille versions of
the tests Pupils with a statement of SEN or an EHCP are
automatically allowed up to 25% additional time, except
for the spelling paper which is not strictly timed.
For the above schools do not need to complete an
application for additional time for these pupils.
Applications do need to be made for pupils who are:
• waiting for a statement of SEN or an EHCP to be confirmed.
• require additional time under test conditions to properly
demonstrate their knowledge and understanding
• use the standard or enlarged print versions of the tests
Some pupils should not be given additional time as they
should not be taking the tests. These pupils will be:
• working below the standard of the tests
• working at the standard of the tests, but still unable to
participate using access arrangements
Schools should also consider whether the use of rest
breaks during the test might be more beneficial to pupils
than additional time to complete the test.
7 questions we are asked
when applying for extra time.• These questions draw on the school’s knowledge of the
pupil and their assessment of the pupil’s particular
abilities or needs:
• Can the pupil respond appropriately to a simple request
or instruction given in English, without being prompted or
aided by an interpreter or translator?
• Does the pupil have a hearing impairment that prevents
them from being able to respond appropriately to a
simple question or instruction given in English, without
being prompted or aided by a communicator or sign
language interpreter or having to lip read?
• Does the pupil need braille and/or enlarged print in order
to read and understand text?
7 questions continued…• Can the pupil focus on a task, which requires them to work
independently and without interruption, for at least 15 minutes
without being prompted to stay on task?
• Is the pupil prevented from being able to write independently at a
speed of more than 10 words per minute by a physical, motor skill or
learning disability?
• Can the pupil read age-appropriate texts aloud and fluently, at a
speed of 90 words per minute, without making errors, or with very
few errors (this means less than 5 errors per 20 words)?
• Does the pupil have difficulty processing information, which
prevents them from being able to answer questions on practice key
stage 2 tests, even when they are allowed to refer back to the
questions?
What if my child is not
awarded extra time? The answers to the 7 questions are processed
by the STA who will make the decision as to
whether the child can have any extra time
(usually between 10% to 25%)
If additional time has not been awarded, it is
because the pupil does not meet the criteria. In
these circumstances, the school may wish to
consider alternative access arrangements for the
pupil. Advice about this will be provided in the
application outcome.
Scribe
• A scribe can be used when a pupil is physically:
• unable to write their own answers or use a word
processor
• unable to write following an injury
• able to write but has a motor impairment that causes
physical discomfort when writing
• able to write but writes very slowly
• able to write but finds writing very difficult
• The pupil will be placed in a different room with their
scribe
Schools must have evidence to show that resources
are routinely used to support the pupil
Transcribe
• Schools can transcribe all or part of a pupil’s test script, if
it will be very difficult for a marker to read the pupil’s
writing.
• If the marker can read the pupil’s writing, they will mark
the original work.
• When transcribing a pupil’s work, schools must
remember that:
• the pupil should be kept separate from the rest of the
cohort after the test until the transcript is complete
• a transcript can only be made at the end of the test
• the test administrator should transcribe the work with the
pupil present before the pupil leaves the test room
Readers
• The use of a reader should be normal classroom
practice.
• Readers are usually teachers or support assistants.
They should not be another pupil or a relative, carer or
guardian of the pupil.
• If a pupil requests it, the reader may also read back any
part of a pupil’s written response to a question.
• Readers must not be used with pupils who are capable
of reading the test materials themselves.
• LAs will monitor schools during the test period to make
sure readers are used correctly. The inappropriate use of
a reader may lead to the annulment of the pupil’s results.
Prompters
• A pupil with severe attention problems may be
supported by a prompter.
• Schools don’t need to notify or receive approval
from STA if they are using prompters, but the
arrangement must reflect normal classroom
practice. In the event of a monitoring visit,
schools must:
• Have evidence to show that each pupil using a
prompter has severe attention problems
• Be able to show that resources are routinely
committed to providing this support
Rest Breaks
The majority of pupils should be able to
complete the tests without a break.
However, rest breaks can be appropriate for
a pupil who finds it difficult to concentrate or
who may experience fatigue.
Schools don’t need to notify or receive
approval from STA if they are using rest
breaks, but the arrangement must reflect
normal classroom practice.
Illness or injury at the time of
the tests• Pupils who are ill on the day of a test
should not take them.
• Schools should consider using a timetable
variation if it is a minor illness and a pupil
is not able to take the test on the
published test date.
• Pupils who were ill, but still took the test,
do not qualify for special consideration as
they should not have taken the test if they
were unwell.
Structure of the tests
Test Time Content Percentage of
total mark
Reading 1 hour Comprehension
questions.
Several texts
which children
read and answer
questions on.
Texts and
questions will be
in order of
difficulty. No level
6 questions, but
more difficult
questions will be
towards the end
of the paper.
50 marks = 100%
Reading
Reading Test
Each child is
given a reading
booklet which
contains a
number of
unrelated texts.
Reading Test
They read
the first text
and then
answer the
questions
relating to it.
Reading test
At the top of the page it directs
the children to the section in the
booklet they will need to answer
the questions.
Some questions are straight forward
retrieval questions. The answer is in the
text and the children just need to find it.
Reading test
In other questions they need to find and
copy words which answer the question.
Reading test
There is now
greater emphasis
on fiction–
including poetry.
Reading test
Other questions require the
children to interpret what they
have read.
Reading testThe final
text in the
test is the
most
difficult. In
this case it
is an extract
from Arthur
Conan
Doyle’s The
Lost World.
Reading test
More tricky questions involve the
children commenting on authorial
intent; why the author chose certain
words and what effect they have on
the reader.
Reading test
Finally, children are asked to predict
what might happen next, using
evidence from the text to support
their ideas.
Structure of the tests
Test Time Content Percentage of
total mark
SPAG Paper 1 – 45
minutes
Paper 2 – 15
minutes (approx)
Grammar,
punctuation and
vocabulary
20 spellings
increasing in
difficulty. The
raised
expectations for
spelling are
expected to be a
challenge for
many pupils
50 marks = 71%
20 marks = 29%
Punctuation and Grammar test
• There is no interim assessment framework
specifically for SPaG, it is now combined
with the writing interim framework.
• However, the content of the test will cover
a wide range of grammar and punctuation
objectives as well as testing vocabulary.
• You have been given a booklet with all the
relevant vocabulary.
Punctuation and Grammar test
Punctuation and Grammar test
Some questions are multiple choice.
Punctuation and Grammar test
Others require the children to write a word, phrase
or sentence. In these questions if they don’t spell
the word correctly, or put the apostrophe in the
wrong place, or put a capital letter in the middle of
the word, then they do not get the mark.
Punctuation and Grammar test
All the questions require the children to be
confident with and understand the
grammatical terminology in order to be able
to answer the question. In this example they
need to know what a relative clause is.
Punctuation and Grammar test
Again, in this one children need to know the difference between a main and
subordinate clause.
Punctuation and Grammar test
When writing an answer children need to ensure it is
correctly punctuated. In this one, if they don’t use the
correct speech punctuation, or put the punctuation
after the final inverted comma, then they do not get
the mark. They need to be accurate!
Spelling Test
This test consists
of 20 words which
are read out by
the teacher and
put into the
context of a
sentence.
Children are
given enough
time to think and
then answer.
Structure of the tests
Test Time Content Percentage of
total mark
Maths Paper 1 – 30
minutes
Paper 2 and 3 –
45 minutes
Arithmetic – a
series of
calculations with
no context
Mathematical
reasoning – word
problems,
fractions,
comparing
numbers,
calculation,
perimeter, mean
etc.
40 marks = 33%
35 marks = 33%
(per paper)
This paper consists of 36
questions, and pupils will
get a score out of 40.
This paper is assessing how
fluent children’s maths skills
are. Towards the end of the
paper there are several
questions worth 2 marks.
Children will be given 30
minutes to complete the
test.
Paper 1
Each question is presented in the same way.
There is space to jot down a written calculation.
It is hoped that for some calculations formal
written methods are not required as children can
do them using mental strategies.
Paper 1
Sums don’t always look the way you would
expect.
Paper 1
Some will try to catch you out.
Paper 1
It doesn’t just test
skills in + - ÷ x.
There will be
fraction and
percentage
questions.
Paper 1
Towards the end there are usually long
multiplication questions and long division
questions. Children must show their calculations,
1 mark maybe awarded for a small calculation
error, if everything else is correct.
Paper 1
These papers are very
similar –
approximately 20
questions and 35
marks.
This time children will
be given 40 minutes
to complete the test.
Paper 2 and 3
Some questions are quite straight forward – except
for the marks awarded!
Paper 2 and 3
Paper 2 and 3
Many of the questions are written in context, these
require children to work logically through the
problem, identifying facts and prioritizing them.
Paper 2 and 3
Some questions expect children to find all
possibilities.
Paper 2 and 3
Interpreting diagrams, timetable or visual puzzles.
Paper 2 and 3
Some questions will be finding a rule or
describing a pattern.
Paper 2 and 3
How the tests will be assessed
For the KS2 tests a scaled score of 100 will always represent the
‘expected standard’. A pupil’s scaled score will be based on their
raw score.
Each pupil registered for the tests will receive: • a raw score (the
number of raw marks awarded) • a scaled score • and confirmation
of whether or not they attained the expected standard
In 2017, a scaled score of 57 out of 120 was needed to be
working at the expected standard.
97 out of 120 was needed to reach greater depth.
Writing
Writing is teacher assessed against a range of
different ‘I can’ statements which are set by the
Government.
The deadline for teacher assessments for writing
is Thursday 28th June
The children are assessed as working Towards the
standard, Working at the standard of At Great
Depth.
Schools may be moderated during this period by
the LEA
How can you help?• TIMES TABLES – We cannot emphasize enough how important it is
for children to know their tables and related division facts inside out.
• Other number facts – such as number bonds to 10, 100 and 1000. Being able to multiply and divide by 10, 100 and 1000 quickly and confidently.
• Reinforce the philosophy – all we want is for everyone to do as well as they deserve to do, but actually, this is just a stage towards GCSE.
• Show you value all the other skills, qualities and interests your child has.
• Encourage some revision – lots of books on sale, mymaths and collins-connect on the internet for all the children to log onto. Encourage your child and support them with their home work.
• Encourage a calm, considered and careful approach to the test papers.
Good luck to everyone!
Finally………1. All children in England sit the same tests on the same day.
2. If you miss it you miss it! Miss part of a subject, no raw score or scaled score will be awarded for that subject.
3. Strict test administration rules and regulations with spot checks.
4. Tests are taken in strict test conditions.
5. External marker – posted off for marking - results are sometimes back in time for reports but sometimes they can be delayed.
6. Results to – you, secondary school, published as an overall school statistic….
What the tests do not measure…
Whether children………
• are confident and articulate speakers
• listen well
• co-operate with others to complete a task
• work carefully at a task over time
• have a knowledge and understanding of history
• have a knowledge and understanding of people and places
• can perform gymnastics, dance or sport
• are good artists
• are musical
• can stand in front of an audience and perform
• can design and make models from clay, paper and wood
• are able to make and sustain good friendships
• relate well to others, are understanding and tolerant of people who have different opinions or backgrounds or beliefs to their own
None of these qualities are tested by the National Curriculum tests.
