A guide to the 2016 SATs Key Information

What are SATs? SATs are Standard Assessment Tests that are given in Year 2 (and at the end of Year 6). There is no set time that Year 2 SATs have to be carried out. However, schools have to carry them out during May. The teacher’s final assessments as well as the scores from the papers are reported to the Local Education Authority at the end of Year 2. This is then forwarded to the DfE. A date by which these are submitted will be given to schools. This has recently changed from the 3 rd June.

Throughout Year 1 and 2 teachers regularly assess the children (both formally and informally during day to day teaching). Although the final assessments are ‘teacher assessments’ schools have to carry out SATs to confirm their judgements. The standard that your child receives will have no bearing on their future class. Children will be assessed in: reading, writing, science and Spag (spelling, punctuation and grammar). The SPaG and writing are combined to form a writing mark.

What are the standards? Teachers will be looking at 3 main statements: Working towards the expected standard. Working at the expected standard. Working at a greater depth within the expected standard. We are gathering evidence to show how/why we have decided that a child is at a particular standard. Additionally, the SATs papers will generate a ‘standardised score’. As yet, we are unsure of what the nationally expected standard is.

How do we collect evidence for the standards? The Government has published a list of statements for each of the standards. Teachers need to show evidence of how each child has achieved the statements. To achieve a standard, a child needs to have met all of the statements for the standard given as well as all of the statements for the preceding statement.

TEACHER ASSESSMENTS The evidence we will be collecting

Working towards the National Expectation in maths Can demonstrate an understanding of place value, though may still need to use apparatus to support them (e.g. can state difference between tens and ones between 2 numbers and can use ). Can count in 2s, 5s and 10s from 0 and use counting strategies to solve problems (e.g. count the number of chairs in a diagram – 7 rows of 5). Can read and write numbers correctly in numerals up to 100. Can use number bonds and related subtraction facts within 20. Can add and subtract a 2-digit number and ones and a 2-digit number and tens when no grouping is required. They can demonstrate their method using concrete apparatus or pictorial representations. Can recall doubles and halves to 20. Can recognise and name: triangles, rectangles, squares, circles, cuboids, cubes, pyramids and spheres from a group of shapes or from pictures.

Working at the National Expectation in maths Can partition 2-digit numbers into different combinations of tens and ones. This may include using apparatus e.g. 23 can be seen as Can add two 2-digit numbers within 100 and can demonstrate their method using concrete apparatus of pictorial representations. Can use estimation to check that their answers to a calculation are reasonable (e.g. knowing will be less than 100). Can subtract mentally a 2-digit number from another 2-digit number when there is no regrouping required (e.g ). Can recognise the inverse relationships between + and – and use this to check calculations and missing number problems (e.g. __-14=28). Can recall and use multiplication and division facts for 2, 5 and 10x tables to solve simple problems, demonstrating commutativity as needed. Can identify: 1/3, ¼, ½, 2/4, ¾ and knows that all parts must be equal parts of the whole. Can use different coins to make the same amount e.g. make 50p in different ways or knows how many £2 coins are needed in £10. Can read scales in divisions of 1s, 2s, 5s and 10s in a practical situation where all numbers on a scale are given. Can describe the properties of 2D and 3D shapes.

Working at greater depth within the expected standard in maths Can reason about addition (e.g. 3 odd numbers will total an odd number). Can use multiplication facts to make deductions outside known multiplication facts e.g. multiples of 5 end in 0 or 5 so 18x5 can’t be 92. Can solve more complex missing number problems e.g. 14+?-3=17. Can determine remainders given known facts e.g. 15÷5=3 so 16÷3 has a remainder. Can solve word problems that involve more than 1 step. Can recognise the relationship between + and – and can rewrite addition statements as simplified multiplication statements. Can compare fractions of amounts e.g. ¼ of 20 = £5 and ½ of £8 is £4 so ¼ of £20 is greater. Can read the clock to the nearest 5 minutes. Can read scales in divisions of 1s, 2s, 5s and 10s in a practical situation where not all numbers on the scale are given. Can describe similarities and differences of shape properties e.g. finds 2 different 2D shapes with only 1 line of symmetry.

Working towards the National Expectation in reading Read accurately by blending the sounds in words that contain the common graphemes for all 40+ phonemes. Read accurately some words of two or more syllables that contain the same GPCs. Read many common exception words. In a book that closely matched to the GPCs as above, the pupil can: Read aloud many words quickly and accurately without overt sounding and blending. Sound out many unfamiliar words accurately. In discussion with the teacher, the pupil can answer questions and make inferences on the basis of what is being said and done in a book that is familiar to them.

Working at the National Expectation in reading Read accurately most words of two or more syllables. Read most words containing common suffixes. Read most common exception words. In age appropriate books, the pupil can read words accurately and fluently without overt sounding and blending, e.g. at over 90 words per minute. In age appropriate books, the pupil can sound out most unfamiliar words accurately, without undue hesitation. In a familiar book, they can check it makes sense to them. In a familiar book, they can answer questions and make some inferences on the basis of what is being said and done.

Working at greater depth within the expected standard for reading The pupil can, in a book they are reading independently; Make inferences on the basis of what is said and done. Predict what might happen on the basis of what has been read so far Make links between the book they are reading other books they have read.

Working towards the National Expectation in writing The pupil can write sentences that are sequenced to form a short narrative, after discussion with the teacher: Demarcate some sentences with capital letters and full stops. Segment spoken words into phonemes and represent these by graphemes, spelling some correctly. Spell some common exception words. Form lower-case letters in the correct direction, starting and finishing in the right place. Form lower-case letters of the correct size relative to one another in some of the writing. Use spaces between words.

Working at the National Expectation in writing The pupil can write a narrative about their own and other’s experiences (real and fictional) after discussion with the teacher: Demarcate most sentences with capital letters and full stops with some use of question marks and exclamation marks. Using sentences with different forms in their writing (statements, questions, exclamations and commands). Using some expanded noun phrases to describe and specify. Using present and past tense mostly correctly and consistently. Using co-ordination (or/and/but) and some subordination (when/if/that/because). Segment spoken words into phonemes and representing these by graphemes, spelling many correctly. Spelling many common exception words. Spelling some words with contracted forms. Adding suffixes to spell some words correctly in their writing e.g. –ment, -ness, - ful, -less, -ly. Using the diagonal and horizontal strokes needed to join letters in some of their writing. Writing capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters. Using spacing between words that reflects the size of the letters.

Working at greater depth with the expected standard for writing The pupil can write for different purposes, after discussion with the teacher: Using the full range of punctuation taught at KS1 mostly correctly. Spell most common exception words. Spell most words with contracted forms. Adding suffixes to spell most words correctly in their writing. Using the diagonal and horizontal strokes needed to join letters in most of their writing.

THE SATS TESTS What will your child be tested in?

Your child will sit formal tests in: Reading – 2 papers. One with sections of text and questions. The other in 2 booklets which requires the children to retrieve information from one booklet to answer questions in the other. Writing/SPaG – a SPaG based question booklet and a spelling test. Maths – 2 test papers. One on calculations and fractions and the other on reasoning. There is no science test. ‘Pass marks’ will be issued after schools have submitted scores to the DfE.

A chance to look at the papers For access to the government draft papers, use the following weblink: tional-curriculum-assessments-2016-sample- materials These can be found under the headings on this page.

ANY QUESTIONS? Thank you for attending.