Year 2 SATs Information Evening Tuesday 6th February 2018

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? What is teacher assessed? 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

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

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, 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 GD = inferences, predictions and links between other books

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

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. 48 + 35) 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 48 + 35 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

What is teacher assessed? Reading, writing and mathematics are all teacher assessed. These are the ‘official’ results. Teachers will assess pupils’ performance against the ‘interim 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.

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 more difficult Spelling Punctuation and grammar Mathematics – 2 tests Tests are not strictly timed but will last 20-40 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.

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 between Monday 21st May and Friday 25th May 2018.

How are the tests assessed and reported From 2016, 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.

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

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…)

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.

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…

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