Key Stage 2 SATs Purpose of this session: Updating you on SATs tests Explaining what it all means for you child Putting the SATs in a national context Handouts, questions and answers Naomi Ottiwell

New Curriculum September 2014 - emphasis on knowledge rather than skills Mastery of annual objectives rather than progression through a learning continuum Deeper learning and enrichment rather than extension and acceleration ‘Best-fit judgements are replaced by mastery model to secure key learning

Date Test Duration Marks SATs KS2 Test Dates 2017 Date Test Duration Marks Monday 8th May 2017 English Reading Test 60 mins 50 Tuesday 9th May 2017 English (SPaG) Grammar & Punctuation Short Answer Questions English (SPaG) Spelling Test  45 mins 20 mins 20 Wednesday 10th May 2017 Maths Paper 1 (Arithmetic) Maths Paper 2 (Reasoning) 30 mins 40 mins 40 35 Thursday 11th May 2017 Maths Paper 3 (Reasoning)

Reading Component Description Number of Papers Number of marks Timing of component English reading test Reading booklet and separate answer booklet A selection of texts (1500 – 2300 words) 1 50 60 minutes (including reading time) Total 60 minutes

Grammar, Punctuation and Spelling Component Description Number of Papers Number of marks Timing of component Paper 1 Questions Grammar, punctuation and vocabulary 1 50 45 minutes Paper 2 Spelling Spelling (20 words) 20 15 minutes Total 2 70 60 minutes

Mathematics Component Description Number of Papers Number of marks Timing of component Paper 1 Arithmetic Assesses pupils’ confidence with the range of mathematical operations 1 40 (36 questions) 30 minutes Paper 2 and Paper 3 Mathematical reasoning Mathematical fluency, solving mathematical problems and mathematical reasoning 2 70 overall 35 per paper 80 minutes 40 minutes per paper Total 3 110 110 minutes

Writing Moderation Working towards the expected standard The pupil can: write for a range of purposes and audiences use paragraphs to organise ideas describe settings and characters use some cohesive devices within and across sentences and paragraphs use different verb forms mostly accurately use co-ordinating and subordinating conjunctions use capital letters, full stops, question marks, exclamation marks, commas for lists and apostrophes for contraction mostly correctly spell most words correctly from the Year 3 and 4 list spell some words correctly from the Year 5 and 6 list produce legible joined handwriting.

Writing Moderation Working at the expected standard 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 select vocabulary and grammatical structures that reflect the level of formality required mostly correctly use a range of cohesive devices (including adverbials, within and across sentences and paragraphs) use passive and modal verbs mostly appropriately use a wide range of clause structures, sometimes varying their position within the sentence (relative, subordinate, embedded) use adverbs, preposition phrases and expanded noun phrases effectively to add detail, qualification and precision use inverted commas, commas for clarity, and punctuation for parenthesis (dashes or commas to mark clauses) mostly correctly, and make some correct use of semi-colons, dashes, colons and hyphens spell most words correctly from the Year 5 and 6 spelling list Maintain legibility, fluency and speed in handwriting through choosing whether or not to join specific letters.

Writing Moderation Working at a good standard Working at greater depth within the expected standard The pupil can: write for a range of purposes and audiences manage shifts between levels of formality through selecting vocabulary precisely and by manipulating grammatical structures select verb forms for meaning and effect use the full range of punctuation taught at key stage 2, including colons and semi-colons to mark the boundary between independent clauses, mostly correctly. [No additional requirements for spelling or handwriting]

The status of handwriting Children do not need to meet any of the statements for handwriting in order to meet the working towards or the working at expected standards Children MUST meet the handwriting standards to meet the working at greater depth (working at a good standard) At KS2, a child working at greater depth, choosing whether or not to join, can have some letters joined and others not, but this must be consistent. The status of spelling Children MUST meet the spelling standards to meet the working at or working at greater depth If they do not then they will be assessed as working towards the expected standard.

How will the SATs be reported to us How will the SATs be reported to us? Children will now be given scaled score – no more levels! We are given your child’s raw score, alongside their scaled score and whether they have reached the expected standard The range of scaled scores available for each KS2 test is: 80 (the lowest scaled score that can be awarded) 120 (the highest scaled score) The expected standard for each test is a scaled score of 100 or more. If a child is awarded a scaled score of 99 or less they won't have achieved the expected standard in the test. Children who achieve a scaled score greater than 110 have a achieved a good standard.

What will you be told? In your child’s annual report, you will receive: Teacher assessment grades for writing, reading, maths and science Raw scores for individual papers in grammar, spelling, reading and maths Scaled scores for SPAG, reading and maths An outcome in terms of achieving the national standard (AS) or not achieving the national standards (NS). These outcomes will not say if your child is working at greater depth (i.e. scaled score of 110 plus) Scaled scores are between 80 and 120 100 will always represent the ‘national standard’ 110 will represent children working at a ‘good standard’ (mastery)

National Context The NUT has called for a complete rethink of assessment in primary schools as figures show large variations in national results . They have threatened to call all schools to boycott SATs tests. This is still with the unions.

Our position We are a highly successful school We know our children well in terms of their strengths and next steps in their learning We can demonstrate the progress of each child We will continue to have a rigorous focus on the quality of teaching and learning and not be diverted onto the debates surrounding assessment We will continue to provide high quality, broad and balanced learning experiences and opportunities We will continue to have a relentless focus on developing the basic skills We will continue to support every child at all ability levels in order to realise their potential and prepare them for the next stage in their learning We want your children to enjoy Year 6!

Summary SATs take place: Week beginning – Monday 8th May 2016 – we expect 100% attendance during the tests and in the weeks running up to the tests. How can you help? Outstanding attendance and punctuality throughout the year Support at home with homework, reading, spellings, handwriting, times tables, etc. Liaise with school if you have any issues/concerns at any point Don’t let them sit all the recent past papers! Reassure your child that we want them to do their best but there is also more to life at Grappenhall Heys and there is nothing to worry about!

Any questions?