1. KS1 Statutory Assessment

2. KS1 SATs, how are they different to KS2 SATs?
Flexibility about when to administer the tests within the month of May.
More emphasis on teacher assessment regarding writing. This means the results that are reported are a better reflection of a child’s ability.
Compared to tests that children will sit later on in their school life KS1 SATs are slightly different.
Firstly, children do not know that they are sitting a test. Teachers will never use the word SATs. Children are only ever encouraged to try their best with their special work.
They do realise that the work is slightly different since they are as most of the time they work in their exercise books or on photocopied sheets, However the SATs booklets are coloured and child friendly so the children really do get excited about working in their special booklets.
There is no time limit on any of the tests so although children are expected to work independently without talking to each other, they are not working under strict exam conditions.
The tasks and tests that children take part in in Year 2 are spaced out over a few weeks but most be completed during the month of May,
Teacher assessment is very important.
The level that children achieve at the end of Year 2 is not based solely on their test results. It is based on our teacher assessments that we have been carrying out throughout the year.
This means that if a child underperforms or overperforms, it isn’t a problem. We can award the level that we think is a true reflection of the level that they are working at consistently.

3. Why do the tests? End of Key Stage Teacher Assessment is statutory.
All tests inform teacher assessment.
They help us to compare how
well we perform as a school when compared to other schools.
When children reach the end of Year 2 every school is required to report a level for each child in a number of different subject areas.
All of the tests give us more information about every child’s strengths and areas to target for future development.

4. What will children be assessed in?
Speaking & Listening
Science
Reading
Writing (including spelling, punctuation and grammar)
Maths – arithmetic and reasoning
At the end of Year 2 schools are required to report a level for
Writing, reading, speaking & listening, maths and science.
For speaking and listening and science children do not have to sit a test, the level they are awarded is based on teacher assessment throughout the year.
For writing, reading and maths children complete tasks and tests.

5. Reading
The children will sit 2 reading comprehension assessments. Here is an example of a page from a sample reading comprehension booklet similar to the first booklet the children will be completing. Both the text and the answers are in the same booklet. Most pages consist of a small section of text followed by 2 or 3 questions relating to that section of text.
The 2 main areas of comprehension addressed in this booklet are recall and inference. However there may also be questions relating to the vocabulary used and the organisational features of the text.
As you can see from the example above shows questions in 2 formats – multiple choice a question where the children are required to choose from a selection of 4 possible answers and a question where children are required to write their own response. In the second scenario it is important the children learn to use evidence from the text to inform their answer and do not guess.

6. Again this example shows another question format
Again this example shows another question format. Here they need to interpret that they should order the events in the story using numbers.
In order to prepare children for answering such questions and to expose them to the different formats they may be faced with we have started to use similar booklets and question formats in our GR sessions. This should mean that by May they are well equipped with the skills they require to approach these questions in various formats.

7. The next reading comprehension booklet the children will look at is slightly different. This time they will be given a separate reading booklet with contains 2 sections – a fiction section and a non-fiction section. They are also given a question and answer booklet. They will be asked to read the first section (normally fiction) all the way through and will then be told to open the question and answer booklet.
As you can see the Q&A booklet tells the children which pages to refer to when answering each question. During our preparation we will be encouraging the children to read those pages again before attempting to answer the question in order to refresh their memory.

8. This is an example of a page from the Non-fiction section of the reading booklet and some examples of how once again the format that the questions are presented in vary.
It is really important that children learn to think about what they have read and are able to answer a variety of questions about it. Fluency and expression are important but we also need to encourage the comprehension side of their reading to keep pace with their reading ability. I know sometimes it can feel frustrating if your child isn’t moving forward on the reading shelves but you feel they can read the text with ease. Please know that we want the children to progress as quickly as you do but when we assess them we need to take into account a number of things not just fluency and so if you feel your child is not moving forward the best thing you can do to support them is to first of all encourage them to read for enjoyment and secondly talk to them regularly about what they are reading.
If you only have a limited time to spend on reading then ask your child to read less – perhaps 2 or 3 pages (5 minutes of reading) and then focus on discussion for another 5 mins. Doing this daily will have a huge impact on the way your child understands and interprets what they read, making it a natural part of the reading process.
There are some really useful pages in the HSL books to help parents support their children with their reading development and your child’s class teacher is always available should you need more guidance or if you have any questions.

9. What can children who are secure at Stage 2 do in their reading?
Children can:
read accurately most words of two or more syllables.
read most words containing common suffixes.
read most common exception words (Tricky words where phonics doesn’t work).
Are aware of punctuation & often react to full stops and exclamation marks.
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
sound out most unfamiliar words accurately, without undue hesitation.
In a familiar book that they can already read accurately and fluently, the pupil can:
check it makes sense to them
answer questions and make some inferences on the basis of what is being said and
done.
Can talk about & discuss what they like and dislike about books they have read
giving explanations.
Realise when they’ve made a mistake and self correct or stop if it doesn’t make
sense.
Can retell stories, giving details of the main events and order events correctly.
This shows the expectations of children reading securely at stage 2 and above.
I’ll let you read through and will be putting this PP onto both class pages so don’t feel you have to remember it all but it may give you an idea of where your child is perhaps working at the moment. What it does highlight is that it means more than just being able to read the words on the page.
If you are looking at these expectations and worrying that your child isn’t there yet, please don’t. Please be aware that we are doing everything possible at school to close any gaps. Your support is invaluable so if you want advise relating to your child and what you could be doing at home to help close the gap then please approach the class teacher. There will also be a parents’ evening coming up in February so that is an ideal opportunity to ask more questions and get more guidance.

10. Children may go further still…
Often chooses to read for pleasure
Sustains concentration
Can read silently for long periods
Reads widely but may have a favourite genre
Can make comparisons with other books read
May have a favourite author or series
Is beginning to recommend books to friends

11. Writing Children are assessed on three different aspects of writing:
Sentence structure
Punctuation
Composition and effect
There is no longer a written assessment, this has been replaced with a Spelling, Punctuation and Grammar paper. However we still have to assess writing and submit our assessment. Our assessment will be based on the results of the SPAG paper and also evidence found in the children’s work across the curriculum. Therefor the children will be completing a number of independent pieces of work over the next few months in order for us to build a portfolio of evidence to use for assessment and to get a really clear picture of what each child can apply independently.
We will be looking at 3 different areas of writing.

12. Spelling, Punctuation and Grammar.
The new SPAG test will cover concepts such as;
Word classification – chn will need to be able to identify adverbs, verbs, nouns and adjectives.
Be able to classify nouns as proper or common nouns
Be able to change verbs to match the tense – past, present and future and understand that how irregular verbs change.
Know how to use a variety of punctuation – Commas in lists, exclamation marks, question marks and speech marks. Identify where capital letters should be used including for proper nouns.
Identify commands/ statements/ questions/ exclamations
Be able to change commands and statements into questions.
Know how apostrophes are used to show possession but also to shorten words such as do not to don’t.
Know how to change singular nouns to plural by adding suffixes such as es or s.

16. What can children who are secure at Stage 2 do in their writing?
SENTENCE STRUCTURE
Write sentences that make sense and that are grammatically correct.
Will read their own writing regularly to check that it makes sense and when they identify errors they can suggest how to correct them.
Use co-ordinating conjunctions to link two main clauses
Use subordination conjunctions to bind a main clause and a subordinate clause.
Can understand and use the terms “noun”, “adjective” and “verb”.
Use adjectives and adverbs.
Use powerful verbs.
Can sort nouns into proper and common nouns.
Can turn statements into questions, using a range of “wh” words and question marks.

17. What can children who are secure at Stage 2 do in their writing?
PUNCTUATION
Can use capital letters and full stops accurately.
Can use exclamation marks and question marks.
Use commas in a list.

18. What can children who are secure at Stage 2 do in their writing?
COMPOSITION & EFFECT
Write things that are relevant to the topic.
Structure information in a way appropriate for the task.
Show an awareness of the reader.
Handwriting – uses some horizontal and diagonal joins.
To fulful this criteria chn need to write imaginative, interesting and thoughtful texts.
RELEVANT – if they’re asked to write a story that’s set in a park, it’s important that they do that and not write about a time when they went to the park.
STRUCTURE INFORMATION – If they are writing instruction in one piece of independent writing and a story in another, the two pieces of writing should not look the same, they should be structured differently.
AWARENESS OF READER – this can mean providing all of the appropriate information for the reader eg characters names in a story, where the story is set and including some description.

19. Maths - Arithmetic
In mathematics at KS1, an arithmetic test has been introduced. There are two papers, Paper 1: arithmetic and Paper 2: reasoning.
Paper 1: arithmetic assesses pupils’ confidence and mathematical fluency with whole numbers, place-value and counting. The test consists of a single test paper. It is expected that the test will take approximately 20 minutes to complete but it is not strictly timed.
Some items in the arithmetic test have grids in the answer spaces or working out spaces. The grids are there for questions where the pupils may benefit from using more formal methods for calculations.
We teach the children a variety of strategies to help them such as partitioning numbers into tens and ones and using open number lines, as no apparatus is allowed in this test.

20. Maths – Reasoning Number and calculation.
Paper 2 is on reasoning, Reasoning assesses pupils’ mathematical fluency, problem solving and reasoning skills. This test consists of a single test paper. It is expected that the reasoning paper will take approximately 35 minutes to complete but it is not strictly timed. The paper includes a practice question and 5 aural questions. After the aural questions, the time for the remainder of the paper should be approximately 30 minutes.
In this example the children will need to show they can use their knowledge of number in real life contexts. The expectation is that children will be able to count in 3’s.

21. In these examples the children need to be able to apply their number bonds to 100, their understanding of place value by working out the increments on the number line and to be able to add coins to make two different ways of making 90p.
Ways you can help.
Practise learning pairs of numbers that make 10 then 100.
Get your child to find the correct coins to pay for things in real life situations.

22. Maths – Reasoning Shape, measure, position and movement.
Children should be able to name most 2D and 3D shapes and describe
them using words like sides, edges, corners and
faces. Including Knowing what a line of symmetry is.
-Tell the time to the hour, half hour and quarter
to and quarter past the hour including increment of 5 minutes intervals.
-Measure length, weight and capacity using
standard units. (cm/m, g/kg, ml/l)
Use the less than < more than> and = to symbols.

23. Maths – Reasoning Data handling
Use data to answer questions.

24. What can children who are secure at Stage 2 do in Numeracy?
Number & Calculation:
The pupil can partition two-digit numbers into different combinations of tens and ones.
The pupil can add 2 two-digit numbers within 100.
The pupil can use estimation to check that their answers to a calculation are reasonable.
The pupil can subtract mentally a two-digit number from another two-digit number.
The pupil can recognise the inverse relationships between addition and subtraction and use this to check calculations and work out missing number problems (e.g. Δ − 14 = 28).
The pupil can recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables to solve simple problems.
The pupil can identify 1/3, ¼, ½, 2/4, ¾ and knows that all parts must be equal parts of the whole.
The pupil can use different coins to make the same amount
Children are all different and can either be:
Working towards the expected standard
Working at the expected standard
Working at greater depth within the expected standard
Children who are working at the expected standard should be able to show they are competent at using and applying the following skills.

25. What can children who are secure at Stage 2 do in Numeracy?
Shape, measure, position and movement:
The pupil can read scales in divisions of ones, twos, fives and tens in a practical situation where all numbers on the scale are given (e.g. pupil reads the temperature on a thermometer or measures capacities using a measuring jug).
The pupil can read the time on the clock to the nearest 5 minutes.
The pupil can describe properties of 2-D and 3-D shapes (e.g. the pupil describes a triangle: it has 3 sides, 3 vertices and 1 line of symmetry; the pupil describes a pyramid: it has 8 edges, 5 faces, 4 of which are triangles and one is a square).
Know what a right angle is and be able to understand and use vocabulary related to position and movement.

26. What can children who are secure at Stage 2 do in Numeracy?
Data Handling:
Interpret data from pictograms, tally charts, block diagrams and tables.
Present data in pictograms, tally charts, block diagrams and tables.
Ask and answer questions about totalling and comparing data.
Be able to sort data.

27. What can you do to support?
Continue to read with your child every day.
Help your child to practise spellings regularly and work on their handwriting.
Encourage your child to follow up topics and to talk about them.
Keep up to date with what your child is learning at school and talk to them about it
Find opportunities for your child to use numbers in everyday situations
Encourage them to work out sums in their head and to practise explaining their reasoning and calculation.