2. 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

3. New Curriculum
September 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

4. 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)

5. 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

6. 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

7. 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

8. 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.

9. 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.

10. 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]

11. 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.

12. 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.

13. 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)

14. 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.

15. 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!

16. 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!

17. Any questions?