1. Y7 DATA

2. Cognitive Ability Tests
CATs
Cognitive Ability Tests

3. WHAT? Designed to assess pupils’ ability in 4 different areas:
Verbal ability
Quantitative ability
Non-verbal ability
Spatial awareness

4. WHY?
It gives a snapshot of a pupil’s potential – help us to set realistic and challenging targets.
To identify areas of strength and development for a pupil.
To inform teaching.
To advise on the best learning styles for an individual.

5. Verbal reasoning skills
Thinking with words.
Problem solving based around words and language.

6. Non-verbal reasoning skills
Problem solving based around pictures, diagrams and shapes rather than words.
Allows pupils to solve problems without being limited by language abilities
It is non-verbal skills that allow us to think through, plan for and implement projects. We use non-verbal skills to organise and manage our time and belongings.

7. Quantitative reasoning skills
The application of basic maths skills.
We us it to analyse and interpret the quantitative information in the real world.

8. Spatial reasoning
Refers to the capacity to think about objects in 3 dimension and to draw conclusions about these objects from limited information.
Someone with good spatial abilities will be good at thinking what an object will look like when rotated

9. The Results
Standardised score for each specific skill and a Mean score
Less than 90 Below average
90 – Average
Higher than Above Average
Higher than High

10. KS2 DATA
Results from SATs

11. Scaled Scores Pupils are assessed in: English reading - 1 test
English Grammar, Punctuation and Spelling – 2 tests
Mathematics – 3 tests

12. Scaled Scores
A pupil’s raw score is the total number of marks scored in each test.
A scaled score is calculated to represent the same level of attainment for pupils over each year.

13. Scaled Scores
A scaled score of 100 will represent the expected standard on the test.
Lowest score that can be awarded – 80
Highest score that can be awarded – 120

14. How will we use this data?
This data will form the starting point for progress measurement between KS2 and KS4.
This information will inform planning and strategy.
NOTE: Scaled scores can NOT be related to levels.

15. What can parents do?
Key research by the Department for Children and Families (DCFS) shows that:
Parental involvement has a significant effect on pupil achievement throughout the years of schooling
Parental involvement in a child’s schooling for a child between the ages of 7 and 16 is a more powerful force than family background, size of family and level of parental education
Educational failure is increased by lack of parental interest in schooling

16. How can you continue to help?
Excellent attendance and punctuality
Ensure correct uniform is worn
Help with her organisation on a daily basis
Check that her homework is completed
Help her to have a positive attitude to adults and peers
Encourage her to make a positive contribution to school life