1. Year 2 SATs Information Evening
Thursday 14 February 2019

2. Aims of this briefing How is the performance of children assessed?
What are the children tested on and how are the tests structured?
When is SATs week?
How are the tests assessed and reported?
How can we work together to ensure all the children produce their best which is more important than ‘passing the tests’
An opportunity to look at the sample tests

3. How is the performance of the children measured at the end of Year 2?
The tests outcomes are used to inform the on-going teacher assessment, which will be the outcome that is reported to the DfE
There is an ‘interim framework’ that determines whether the children are working:
towards the expected standard
at the expected standard
at greater depth within the expected standard

4. Reading - expected The pupil can:
read accurately most words of two or more syllables
read most words containing common suffixes
read most common exception words
In age-appropriate books, the pupil can:
read words accurately and fluently without overt sounding and blending; about 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
GD = inferences, predictions and links between other books

5. Writing - expected The pupil can:
write a simple narrative about their own and others’ experiences (real and fictional), after discussion with the teacher
write about real events, recording these simply and clearly
demarcate most sentences with capital letters and full stops and with some use of question marks
use present and past tense mostly correctly and consistently
use co-ordination (or / and / but) and some subordination (when / if / that / because) to join clauses
segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly and making phonetically plausible attempts at others
spell many common exception words
writing capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters
using spacing between words that reflects the size of the letters.
GD = write effectively and coherently for different purposes, additions revisions and proof reading to correct their own writing, spell most common, suffixes – ment, ness, ful, less, ly, join beautifully

6. Mathematics - expected
The pupil can:
partition two-digit numbers into different combinations of tens and ones
add 2 two-digit numbers within 100 (e.g ) and can demonstrate their method using concrete apparatus or pictorial representations
use estimation to check that their answers to a calculation are reasonable (e.g. knowing that will be less than 100)
subtract mentally a two-digit number from another two-digit number when there is no regrouping required (e.g. 74 − 33)
recognise the inverse relationships between addition and subtraction and use this to check calculations and work out missing number problems (e.g. ∆ − 14 = 28).
recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables to solve simple problems, demonstrating an understanding of commutativity
identify 1/3, 1/4, 1/2, 2/4, 3/4 and knows that all parts must be equal parts of the whole
use different coins to make the same amount
read scales in divisions of ones, twos, fives and tens in a practical situation where all numbers on the scale are given
read the time on the clock to the nearest 15 minutes
describe properties of 2-D and 3-D shapes

7. What is teacher assessed?
Reading, writing and mathematics are all teacher assessed. These are the ‘official’ results.
Teachers will assess pupils’ performance against the ‘teacher assessment framework’ in reading, writing and mathematics and assess if they are:
working towards the expected standard
working at the expected standard
working at a greater depth within the expected standard.
Exemplification materials support judgements.
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. St Swithun’s has a trained moderator – Miss Haynes

8. What are the children tested on and how are the tests structured?
At the end of Year 2, children will sit tests in:
Reading – 2 tests, the second one is more difficult
Spelling
Punctuation and grammar
Mathematics – 2 tests
Tests are not strictly timed but will last minutes.
The tests are marked internally and the results used to inform judgements about your child's attainment.
Reading, writing and mathematics are assessed by teachers. This Teacher Assessment will be the published results.

9. When is SATs week?
There is not a specific week for the tests in Year 2.
They can be taken any time during May.
At St Swithun’s, the children will sit the tests in the week beginning Monday 20th May.

10. How are the tests assessed and reported
Test scores are reported as ‘scaled scores’.
At the beginning of June, conversion tables will be produced so teachers can convert raw scores (number of marks awarded in each test) to a scaled score in each tested subject.
A child awarded a scaled score of:
100 is judged to have met the ‘national standard’
More than 110 is performing at ‘greater depth’
Less than 100 is judged to have not yet met the national standard and performing below expectation for their age.
Schools do not have to report KS1 test results to the LA or parents.
At St Swithun’s, parents will receive their child’s score as part of the end of year school report.

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

12. Reading Read common exception words within a text
Hear children read and encourage fluency. If they get stuck on a word help them to solve it by sounding it out, reading forward using picture clues…
Read daily, not just their reading books but comics, children’s newspapers, poetry, non-fiction, library books, favourite books from home…
Ask questions about the books to check for understanding
Identify different sentence types (commands, questions, statements…)

13. Writing Spell common exception words
Practise spellings at home in dictated sentences
When spelling unfamiliar words, use phonemes (individual sounds!) to segment
Write different forms of sentences (commands, questions, statements…)
Use capital letters and a variety of punctuation correctly (! ? , ‘)
Encourage them to check and correct their work (using correct graphemes, suffixes, tense…)
Legible neat handwriting – for children to access ‘greater depth’ handwriting needs to be joined.

14. Mathematics Mental recall of number bonds to 20
Able to count forwards and backwards to 100 in 2s, 5s and 10s
To know the different vocabulary for addition, subtraction, equals…
General fluency and speed of recall of facts and tables – greater depth is hard
Learn to tell the time
Incorporate maths into daily life e.g. measuring ingredients when cooking, working out how many knives and forks they need for dinner time, paying for shopping…

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