Standardised Assessment Tests (SATs) play a vital role in our education system. These tests are taken at the end of Key Stage 1 (KS1) in Year 2 (although optional) and again at the end of Key Stage 2 (KS2) in Year 6. These evaluations are designed to assess pupils’ progress in English and Maths. SATs serve as an indicator of the quality of education provided by primary schools, they offer teachers and parents insight into pupils’ performance and help with identifying those pupils’ who may need extra educational support.
In Year 6, the SATs results are forwarded to secondary schools to aid in decisions regarding setting or streaming children (setting and streaming are school practices where students with similar levels of attainment are grouped together for lessons, either for specific subjects (setting) or across all subjects (streaming). However, these groupings are flexible and can change based on pupils’ performance in secondary school.
Preparing for SATs
Preparation for SATs typically begins well in advance. Teachers concentrate on establishing a strong foundation in the curriculum subjects, particularly in Maths and English. During practice sessions, teachers emphasise developing skills in reading, grammar, punctuation, and spelling in English, alongside key concepts in Maths outlined in the National Curriculum.
Key tips for effective SAT preparation include:
- Utilising past tests; available for download from 2016 onward
- Engaging in time-bound tasks that simulate the actual SAT format
- Participating in revision sessions, allowing pupils to enhance their understanding of topics and reduce anxiety associated with uncertainty
- Encouraging extra reading to improve comprehension skills
- Developing problem-solving abilities to boost confidence in Mental Maths
- Supporting pupil wellbeing to address concerns around upcoming tests
Understanding SATs Results
SATs are completed in May, with results released during the first two weeks of July, just before the school year ends. The tests are evaluated by external markers and the results provide a snapshot of pupils’ grasp of the curriculum. Previously, children were expected to achieve at least Level 4 in English, Maths, and Science within the National Curriculum before leaving primary school. However, these levels were often deemed vague and unhelpful for parents. As such, many schools have transitioned to age-related expectations, where teachers utilise statements to describe areas in which pupils meet expectations for their age and where they may need additional support. The example attainment levels include: Working below, towards, at or above the expected standard for their age.
For each SAT paper, each pupil receives a raw score. A raw score is a straightforward total of marks or points a pupil has earned (for example, if a pupil answers 30 out of 50 questions correctly, their raw score would be 30).
Each pupil also receives a scaled score. A scaled score is a standardised way of converting raw scores (total number of correct answers) into a consistent, uniform scale. A scaled score ranges from 80 to 120.
Key Stage 2 scores are broken down as follows:
- 120: the highest possible score
- 101-119: exceeded the expected standard
- 100: met the expected standard
- 80-99: did not meet the expected standard
Addressing SATs Anxiety
In 2014, Public Health England identified positive well-being, including mental health, as a crucial factor in pupils’ achievements. SATs can be a significant source of stress for many children, as it is often their first experience with timed testing. The pressure to perform well, comparisons to peers, and teachers’ concerns about their SATs outcomes can lead to significant anxiety. Indicators of SATs-related stress can help teachers identify pupils who may be experiencing anxiety. These may include sleep disturbances, irritability, avoidance of schoolwork, and physical symptoms like headaches or stomach aches.
Prioritising well-being is essential for ensuring pupils have a positive approach to their education and assessments.
IDL Products are Here to Help!
IDL makes SATs preparation easier and more fun! With engaging, personalised lessons in reading, writing, and maths, it helps pupils build skills and confidence; especially those who need that little bit of extra support.
The IDL Wellbeing programme has been developed in collaboration with a psychologist to provide learners with practical tools for managing worries, strengthening mental resilience, and developing emotional intelligence. It includes a variety of activities for both individual learners and whole-class settings, designed to help them understand their emotions, recognise their concerns, and address them in a healthy and constructive way.
And teachers, your wellbeing matters, too! Don’t hesitate to participate in the mindfulness exercises alongside your students.
It’s no surprise that mathematics is often reported as the subject most associated with learning anxiety. This anxiety is frequently triggered by the pressure of testing, leading to negative emotional responses toward the subject. For children with special educational needs (SEN), it can be just one of several obstacles they encounter in their mathematical development.
IDL Numeracy is a supportive intervention tool designed to complement classroom teaching. Fully aligned with the National Curriculum, the programme addresses all key learning objectives and reinforces knowledge through repetition. Learners can work independently and at their own pace in a comfortable, stress-reducing environment.
For those with additional needs, the programme’s multi-sensory design provides an interactive and engaging way to overcome learning barriers. For those with specific gaps in understanding or those requiring extra practice in particular areas, the strand-locking feature enables targeted learning, boosting both confidence and competence in numeracy.
Reading is a fundamental skill that underpins all learning. In 2023, 73% of pupils met the expected standard in reading, a decrease from 75% in 2022. This decline occurred despite adjustments to the scoring thresholds due to concerns about the difficulty of the reading paper. In writing, the proportion of pupils meeting the expected standard was 71% in 2023, which, while an improvement from 69% in 2022, remains below the pre-pandemic level of 78% in 2019.
With so many children struggling with literacy, it is vital to address gaps early while also building learners’ confidence. IDL Literacy was specifically developed with dyslexic learners in mind, offering targeted support for children who face challenges with reading, writing, and spelling.
Like all IDL programmes, it encourages independent learning and can be used with minimal supervision. Learners can progress through the programme at their own pace, whether at school or at home, with their progress clearly tracked for teachers to review.
If you would like a free school trial or a demonstration of any IDL products to see how they could work for you and your pupils, please contact us here.
Katie Horn- IDLS Product and Content Developer
References:
https://www.simplylearningtuition.co.uk/academic-assessments/sat-exam-guidance
https://atomlearning.com/blog/preparing-for-year-6-sats
https://www.sats-papers.co.uk/expected-standard/
https://thirdspacelearning.com/blog/primary-school-grades-explained
https://www.gov.uk/guidance/understanding-scaled-scores-at-key-stage-2
https://thirdspacelearning.com/blog/sats-scores-explained-ks2
