1. Year 6 SATs Information Evening
6 February 2018

2. 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

3. 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

4. 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.
Implies, can read fluently. TA – ARE or not!!! Can get GD in tests if scaled score is >110

5. Writing
The pupil can:
Write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader (e.g. the use of the first person in a diary; direct address in instructions and persuasive writing)
In narratives, describe settings, characters and atmosphere
Integrate dialogue in narratives to convey character and advance the action
Select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately (e.g. using contracted forms in dialogues in narrative; using passive verbs to affect how information is presented; using modal verbs)
Use a range of devices to build cohesion (e.g. conjunctions, adverbials of time and place, pronouns, synonyms) within and across paragraphs
Use verb tenses consistently and correctly throughout their writing
Use the range of punctuation taught at key stage 2 mostly correctly (e.g. inverted commas and other punctuation to indicate direct speech)
Spell correctly most words from the year 5 / year 6 spelling list, and use a dictionary to check the spelling of uncommon or more ambitious vocabulary
Maintain legibility in joined handwriting when writing at speed.
Can get GD as there are 3 sets of criteria to assess against

6. 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.

7. 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.
Last year of TA in reading, maths and Science

8. When is SATs week?
Monday 14th May Spelling; Punctuation and grammar Tuesday 15th May Reading Wednesday 16th May Mathematics (1 & 2) Thursday 17th May Mathematics (3)

9. How are the tests assessed and reported
On 10 July 2018, 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’
Higher than 110 is judged to be working at greater depth
Less than 100 is judged to have not yet met the national standard.

10. 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

11. What is teacher assessed?
Standards in reading, writing, mathematics and science 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.

12. Teacher assessment – writing
An ‘interim teacher assessment framework’ has been developed with exemplification materials
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.

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

14. How to help at home Reading SPAG
Reading to your child. Listening is an important part of reading; it will help your child learn the importance of punctuation and reading with expression.
Reading 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.
Encouraging them to read a range of books.
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 daily so children are familiar with them but the revision guides will support the children in this.

15. (Written methods: column addition, column
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) with the division facts.
Arithmetic speed practice – mental fluency and written
Formal method for the four operations practice: it is important children can complete methods accurately and also know which is the best method to use.
(Written methods: column addition, column
subtraction, short multiplication, long multiplication, short division, long division including expressing remainders as fractions, decimals and remainder form)

16. Final tips
Schedule time - Some children prefer a little and often approach, doing 10 or 20 minutes’ work a day; others prefer to get stuck into a longer revision session on a Saturday morning – you know your child best and how they work.
Try to offer variety in the form of revision guides and practice worksheets, and include some more practical tasks like going shopping and estimating the cost of the items in your trolley, or going over times tables while you’re in the car.
Use the revision guides. Complete the homework given each week but also go back to pages already completed.
Be patient. Try to understand their moods and lost tempers, be lenient with any jobs/chores that they do around the house.
Create the right environment. Make sure the house is conducive to studying. Siblings need to understand that they mustn’t interrupt study and the TV and music shouldn’t be too loud. But also accept that some children actually study better with background music or noise.
Offer encouragement. Be calm, positive, encouraging, kind and compassionate. Plan treats to give them something to look forward to and make time for fun.
Give them a good start. Prepare a hearty breakfast every morning and be there to give them a positive send off.

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