Year 6 SATs Information Evening 24 November 2016

Aims of this briefing How is the performance of children assessed? When is SATs week? What are the children tested on and how are the tests structured? How are the tests assessed and reported What is teacher assessed? How can we work together to ensure all the children produce their best? An opportunity to look at the sample tests

How is the performance of the children measured at the end of Year 6? The tests outcomes are reported alongside the on-going teacher assessment. Both are reported to the DfE and secondary schools Test results are published for school accountability There is an ‘interim framework’ that teachers use to determine whether the children are working: towards the expected standard at the expected standard at greater depth within the expected standard

Reading The pupil can: read age-appropriate books with confidence and fluency (including whole novels) read aloud with intonation that shows understanding work out the meaning of words from the context explain and discuss their understanding of what they have read, drawing inferences and justifying these with evidence predict what might happen from details stated and implied retrieve information from non-fiction summarise main ideas, identifying key details and using quotations for illustration evaluate how authors use language, including figurative language, considering the impact on the reader make comparisons within and across books.

Writing The pupil can write for a range of purposes and audiences (including writing a short story): creating atmosphere, and integrating dialogue to convey character and advance the action selecting vocabulary and grammatical structures that reflect the level of formality required mostly correctly using a range of cohesive devices*, including adverbials, within and across sentences and paragraphs using passive and modal verbs mostly appropriately using a wide range of clause structures, sometimes varying their position within the sentence using adverbs, preposition phrases and expanded noun phrases effectively to add detail, qualification and precision using inverted commas, commas for clarity, and punctuation for parenthesis mostly correctly, and making some correct use of semi-colons, dashes, colons and hyphens spelling most words correctly* (years 5 and 6) maintaining legibility, fluency and speed in handwriting through choosing whether or not to join specific letters.

Mathematics The pupil can: demonstrate an understanding of place value, including large numbers and decimals calculate mentally, using efficient strategies such as manipulating expressions using commutative and distributive properties to simplify the calculation use formal methods to solve multi-step problems (e.g. find the change from £20 for three items that cost £1.24, £7.92 and £2.55; a bottle of drink is 1.5 litres, how many cups of 175ml can be filled from the bottle, and how much drink is left?). recognise the relationship between fractions, decimals and percentages and can express them as equivalent quantities (e.g. one piece of cake that has been cut into 5 equal slices can be expressed as 1/5 or 0.2 or 20% of the whole cake). calculate using fractions, decimals or percentages (e.g. knowing that 7 divided by 21 is the same as 7/21 and that this is equal to 1/3; 15% of 60; substitute values into a simple formula to solve problems calculate with measures (e.g. calculate length of a bus journey given start and end times; convert 0.05km into m and then into cm). use mathematical reasoning to find missing angles.

What are the children tested on and how are the tests structured? At the end of Year 6, children will sit tests in: 1 * Reading – 60 mins 1 * Spelling – 15 mins 1 * Punctuation and grammar – 45 mins 3 * Mathematics – 1 hr 50 mins The tests are marked externally and the results used to measure your child's attainment and progress and the school’s performance. Reading, writing, mathematics and science are assessed by teachers.

When is SATs week? Monday 8th May Reading Tuesday 9th May Spelling; Punctuation and grammar Wednesday 10th May Mathematics (1 & 2) Thursday 11th May Mathematics (3)

How are the tests assessed and reported ‘Old’ national curriculum levels (e.g. Level 3, 4, 5) have now been abolished. From 2016, test scores will be reported as ‘scaled scores’ In early July 2017 test results are published; each pupil will receive: A raw score (number of marks awarded in each test) A scaled score in each tested subject Confirmation of whether or not they attained the national standard A child awarded a scaled score of: 100 is judged to have met the ‘national standard’ More than 100 is judged to have exceeded the national standard and demonstrated a higher than expected knowledge of the curriculum for their age Less than 100 is judged to have not yet met the national standard and performed below expectation for their age.

Reading GPS Mathematics Name Raw Score Scaled Score Outcome Child A 17 96 Below Child B 23 101 Expected Child C 38 114 Above Name Paper 1 Paper 2 Raw Score Scaled Score Outcome Child A 28 12 40 98 Below Child B 37 19 56 106 Expected Child C 49 68 119 Above Name Paper 1 Paper 2 Paper 3 Raw Score Scaled Sc Outcome Child A 15 12 8 35 93 Below Child B 31 16 62 100 Expected Child C 40 34 109 119 Above

In 2016, the DfE expected 65% of pupils to reach or exceed the expected standard. From 2017, it will be 85%. . . however, 53% exceeded in R, W and M in 2016 (76% at St Swithun’s) In 2016, there was no measure summarising progress in KS2 for individual pupils. In 2016, progress measures are reported at school level only. . . by comparing cohorts in similar schools.

What is teacher assessed? Standards in reading, writing and mathematics are also assessed by teachers. Pupils will be assessed as to whether they are ‘working at the expected standard’. There is no writing test. Teachers will assess pupils’ writing across the year and assess if they are: working towards the expected standard working at the expected standard working at a greater depth within the expected standard. Teacher assessments will be reported to parents along with test results in the end of year reports.

Teacher assessment An ‘interim teacher assessment framework’ has been developed with exemplification materials – the same as 2016 Each school has moderation arrangements to ensure judgements are consistent, both internally and with local schools. Results of teacher assessments are determined by the end of June. Local Authorities then validate the teacher assessments through sample external moderation visits.

How can we work together to ensure all the children produce their best?

How to help at home Reading SPAG Read aloud to your child whilst your child follows the text: listening is an important part of reading; it will help your child learn the importance of punctuation and reading with expression. Read with your child: get your child to read aloud to you, and then ask them questions and get them to find the evidence and explain it to you. Encourage them to read a range of books – use our school library! SPAG Help your child learn any spellings that are sent home. When reading to and/or with your child discuss they use of inverted commas to mark speech, the use of parenthesis (brackets) to add additional information, the use of capital letters etc. Revision books. The grammar paper relies on a child knowing the terminology e.g. subordinate clause, main clause, adjective, article, passive, active – and many more. We use these is daily teaching practice however the revision guides sent home after Christmas will support the children in this.

Maths Knowing their timetables – if you know your timetable children can use them accurately and quickly for multiplication, division. To help you child learn their timetables (up to X12) Arithmetic speed practice – mental and written Formal method for the four operations practice: it is important children can complete methods accurately. (Methods for year 6 child: column addition, column subtraction, short multiplication, long multiplication, short division, long division including expressing remainders as fractions, decimals and remainder form)

Final tips Support your child with homework tasks and daily reading. Try drawing or acting out answers of difficult concepts. Encourage your child to work to speed. Try timed recall of timetables in the car/journey to school. Set min challenges for example – ‘can you find the word on the page that means ‘dangerous’ you have 1 minute - go!’ ‘What is 10% of 150? You have 10 seconds - go!’ Make sure your child is aware that getting stuck is not a problem. Move on and give them another challenge and come back to the hard ones at the end and/or go through it together. Encourage your child to believe in themselves, ‘you can do it!’ Remind your child that the tests are important, but that they are not the only way they are to be measured. We don’t want child panicking or worried, we want them to be prepared. Software, games, activities, books, flash cards and practical applications all help. Make the revision time at home as fun and interactive as possible. It is easier said than done, BUT do not put your child under too much pressure. Have fun!

Questions? A chance to look at the tests and interim frameworks