Key Stage 2 SATs

Additional Assessments

There are no formal SATs tests in English writing or science. Instead, teachers assess pupils' attainment using evidence gathered through their learning throughout the year.

Teacher assessments may be externally moderated to ensure that judgements are accurate and consistent with national standards.

Results and Reporting

Schools will receive the 2027 Key Stage 2 test results in July 2027.

Parents and carers will receive their child's test results and relevant teacher assessment outcomes before the end of the summer term.

Test results are reported using scaled scores, with a score of 100 representing the expected standard in the national curriculum tests. Teacher assessments provide additional information about pupils' attainment.

Assessment information is also shared with secondary schools to support a smooth and informed transition into Year 7.

For children working below the standard of the national curriculum tests, teachers use the appropriate statutory assessment arrangements, including the pre-key stage standards or the engagement model where applicable. Parents and carers will be kept informed about how their child's progress and attainment are assessed.

Preparing for SATs at Otterburn

Our approach to SATs preparation is built around high-quality teaching, a broad and balanced curriculum and a clear understanding of each child's individual learning needs.

We aim to ensure that preparation is purposeful, manageable and supportive, helping children demonstrate what they know without unnecessary pressure.

Personalised Learning and Small Class Sizes

One of the strengths of our small rural school is the opportunity to know every child well.

Our small cohorts enable teachers and support staff to work closely with pupils, identify gaps in understanding and provide additional support or challenge where appropriate.

Teaching is adapted to meet individual needs, including those of pupils with special educational needs and disabilities (SEND), pupils working below age-related expectations and those who are ready for greater challenge.

We maintain ambitious expectations for all pupils, recognising that children may require different approaches, resources or levels of support to access learning successfully.

Where appropriate, additional interventions and individualised learning activities help children make progress from their own starting points.

Developing Confidence Through Regular Practice

Preparation for the Key Stage 2 assessments is integrated into our everyday teaching rather than being treated as a separate curriculum.

Children develop and revisit essential knowledge and skills in:

Pupils become familiar with the format of SATs questions through carefully planned practice activities, assessments and opportunities to review their learning.

Our Approach to Mathematics

Mathematical fluency, reasoning and problem-solving are developed throughout the year.

Year 6 pupils benefit from regular opportunities to revisit previous learning, practise arithmetic and apply their knowledge to increasingly challenging problems.

Our approach includes:

Supporting Reading and English

Reading remains a priority throughout Year 6, with regular opportunities to develop fluency, comprehension and a love of reading.

Children are supported to retrieve information, make inferences, explore vocabulary and explain their understanding of a range of texts.

Where additional support is needed, targeted interventions, including Fred's Fluency sessions where appropriate, help pupils develop their reading accuracy, fluency and confidence.

Grammar, punctuation and spelling are taught through our English curriculum, with additional opportunities to revisit and apply key knowledge.

Homework and Learning at Home

Year 6 pupils receive regular homework to consolidate classroom learning, develop independence and strengthen essential knowledge and skills.

Activities are selected to reflect pupils' learning needs and may include reading, spelling, arithmetic and other curriculum-based tasks.

We encourage families to support learning through regular reading, positive conversations about school and short opportunities to practise key skills.

There is no expectation for families to recreate formal SATs conditions at home. A balanced approach to learning, rest and recreation is important.

Monitoring Progress and Providing Support

Teachers continually assess children's understanding through classroom learning, discussions, observations and more formal assessments.

Assessment information is used to identify strengths, address misconceptions and inform future teaching.

Our approach involves:

We recognise that assessment should support learning and progress rather than simply prepare children for tests.

Supporting Pupils with SEND

We recognise that children have different strengths, needs and starting points. We are committed to ensuring that every pupil has access to an ambitious and inclusive curriculum, with appropriate adaptations and support to help them achieve their potential.

For pupils with SEND, our approach focuses on understanding individual barriers to learning, adapting teaching and providing targeted support where appropriate.

Where eligible, pupils may receive access arrangements for the statutory assessments in line with Department for Education guidance. These may include additional time, rest breaks or other permitted arrangements, depending on individual needs and eligibility.

Pupils who are working below the standard of the national curriculum tests will be assessed using the appropriate statutory teacher assessment arrangements, including the pre-key stage standards or engagement model where applicable.

We work closely with families to ensure that children are supported appropriately and that their achievements and progress are recognised.

Working in Partnership with Parents and Carers

We believe that strong relationships between school and home make an important contribution to children's confidence, progress and success.

Throughout Year 6, we aim to:

• Share information about learning, progress and next steps
• Provide guidance and resources to support learning at home
• Discuss progress during autumn and spring parents' evenings
• Respond to individual questions or concerns about SATs
• Support families and children as they prepare for the transition to secondary school

Parents and carers are always welcome to speak to their child's class teacher if they would like further information or advice.

Supporting Wellbeing

We understand that some children may feel anxious about assessments. Our approach is designed to build confidence, encourage resilience and maintain a positive attitude towards learning.

We support pupils through:

We remind children that SATs do not measure every aspect of their abilities, talents or achievements.

Children continue to enjoy a broad and balanced curriculum throughout Year 6, including opportunities for creativity, physical activity, personal development and wider enrichment.

Our Commitment to Every Child

At Otterburn Primary School & Nursery, we want every child to leave Year 6 feeling proud of their achievements, confident in their abilities and ready for the opportunities and challenges of secondary education.

Our commitment extends beyond national assessments. We aim to develop enthusiastic, independent and resilient learners who are well-prepared for the next stage of their educational journey.

SATs are an important milestone, but they do not define a child. Every child's progress, wellbeing and achievements matter.

Further Information:

For further information about Key Stage 2 SATs, please speak to your child's class teacher or visit the Standards and Testing Agency website.