SATS 2017 – How can we support the remaining 39 % of students?

 

As SATs for 2018 approach, we wanted to share with you 2017 statistics released by the Department of Education and links to gov.uk information for reasonable adjustments and access arrangements for tests.

A dyslexia diagnosis doesn’t need to be made to gain reasonable adjustments, a ‘need’ for support has to be shown.

The Department of Education released it 2017 statistics on key stage 2 SATs. In a TES report it was announced that for the second year running of Key Stage 2 SATS, writing has out performed reading.  It is reported that 61% of students have achieved the expected standards in writing and reading.

However we must be aware that this is 61% of the students which sat the tests, not 61% of all students.  We know that some parents have chosen to withdraw their children from SATS and some schools have also chosen not to put some students forward for SATS.

As a special education needs worker, personally I have to ask what do we need to do to help the remaining 39% of students, who sat the tests, who did not achieve the expected standard.  Furthermore, how can we ensure that all students are included in SATs who wish to.  Children, even at such a young age are all to aware of the way in which they have been grouped based on ability and the short film made by Rob Greens show this here.  To additionally not be included in SATs further reinforces their feelings and can impact long term on life-long confidence levels.  However at the same time they need to be given the right support to ensure their success and opportunity to demonstrate their knowledge.

If you would like to know more about guidelines for Key Stage 2 SATS Access Arrangements you can download the information here .

Page 4-5 will tell you the various dates in which AA applications need to be made by, note the difference between;

• additional time 23rd April
• scribe 17th May 
• transcript or electronic aid such as word processor (17th May)
• Other AA can be made without prior approval such as written/oral translations, reader, prompter, rest break and math apparatus.

Additional Time:

• Automatic if have a statement or EHCP
• Up to 25%
• If EHCP waiting application must be made

Apply for extra time if a student is working below standard of tests or possibly consider rest breaks- see page 8 to view the criteria

Scribes:

• School should consider making a transcript or using a word processor rather than a scribe
• Schools should evidence that this is usual practice from IEP, lesson plans or pupil’s classwork

Word Processor Use:

• Read more on page 18

 

Readers:

• Normal class practice and evidence
• Usually where reading age is below that of chronological (actual) age
• Page 22 states if additional time is given due to reading difficulties but a reader is appointed then they will no longer gain additional time
• Page 23 is specific about reading comprehension and role of a reader

 

*please note this is NOT a full description of all aspects of SATs AA, please familiarise yourself with all points.

If you are concerned about any other guidance on SEN Code of Practice 2014 and how your child should be supported in school you can view it here.

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