SATs Results(44 Posts)
Anyone else's DC get the SATs result you and they expected - and are desperately sad?
All that hard work didn't actually pay off after all
We don't get ours until Friday.
What did child get?
Ds1 got his yesterday. He got the results he worked towards so we are pleased.
Sorry your DC didn't get what they wanted/deserved.
In the nicest possible way... No-one should be desperately sad over a SATs result, especially if they have worked hard. And 'all the hard work hasn't paid off'- are you sure about that? They haven't improved at all? No step up in confidence, no better at spellings/mental maths/reading this year?
3, 4, 5- it's a bloody number, it doesn't tell you a lot really, especially with children who really really want to succeed, because often they're the ones who struggle to stay calm in the test.
Look at your child and your child's work and confidence - can you see progress? That's what matters.
And I teach Y6, I've worked bloody hard all year and yes, I'm a little sad that some of my pupils didn't get the result they've worked for. But at the end of the day, on it's own, it just doesn't matter.
That's what I'm most upset about - the attitude from her teacher and SENCO.
I'm not sad about her SATs result. I'm sad that she's going up to secondary with this level of attainment.
I'm sad that this is all she is capable of age 11.
And so is she.
Progress is not what matters. Bring able to cope in secondary is what matters.
Her teacher and SENCO were absolutely and totally clueless about what secondary schools like. But, unlike them, I have DC at secondary and I do know what it's like.
That is a different matter then- your OP made it sound as though you were basing your judgement of what she has achieved this year purely on a SATs result.
I can understand why you feel sad if you are concerned about her overall level, but I think you're wrong to say that progress doesn't matter. It does matter- low attainment but having made huge progress is a very different thing from low attainment and no progress.
It sounds like your experiences with secondary school have been very poor- is your DD going to the same one as your older children?
I haven't had bad experience with sec school. My older DC are doing very well there. But the notion that I can help with hw etc is ridiculous. The notion that talking to the SENCO will help is ridiculous. I won't even know what her hw is. And the SENCO most certainly won't be interested.
My exp is you have a dozen teachers of which some will be good and some will be bad. But none of them wil know your DC very well because they only teach them a couple of hours a week and they also teach hundreds of other kids. This is reality. Nothing to do with it being a good or bad school.
Why does it matter how much progress she made in the last 12 months? It's totally irrelevant. There have been years of poor progress and years of not poor progress. Makes no odds now. I can't see why it matters if Y6 was a good year or a bad year. What conclusion would you draw from either answer?
She's not 'that bad'. School think she's fine and are very happy with her results. She certainly won't get any help at sec.
The notion that talking to the SENCO will help is ridiculous. I won't even know what her hw is. And the SENCO most certainly won't be interested.
I find this worrying. Or maybe I'm very lucky at the school DS1 attends. Have you even contacted the secondary school SENCO yet, to gauge their response?
DS2 won't get his results until Monday. If he hasn't done well I will ignore them. I might even be tempted to lie to him. I know how well he can read/write ect. A number won't tell me anything I don't already know.
He won't be set until Y8 at secondary school. Time for them to figure out just what he is/isn't capable of.
I spoke to the SENCO at the open day and she told me not to worry because they had very good teachers.
I too know how well my DD can read and write. Like I said SATs result was expected. But it's still sad.
Her current teacher and SENCO aren't concerned about her. And they've done the transition stuff to the new school so why would the new school be concerned?
You say you haven't had a bad experience of secondary school, but the picture you paint is very bleak. Not all secondaries are like that.
They should be supporting children of all abilities, including level 3 and below. Have you tried contacting them about your specific concerns? How did they respond?
As for progress- a child who is making excellent progress can continue to do so with the right support. A child who has made little or no progress for some time clearly needs a new approach/further intervention etc.
It's not her levels I'm upset with. It's her standard of reading and writing. Which is above the 'needing help' level But still inadequate.
I can quite confidently say after listening to her read tonight.
She's not a level 3. She's a level 4. Still reads and writes really badly though.
X-post. If your child is on a level 3, the new school will be concerned because she's below where she should be. If she's lower than a 3, they'll certainly get the SENCO involved.
If she's on a 4, then she's where she should be, so no, they won't be concerned- but they'll still monitor her closely because schools have to show they are meeting the needs of every child.
Saying all this about a child who is a level four is really as and insulting to the vast majority of kids who get a level four and do perfectly well.
They monitor closely. Get reports 6 times a year. I already know her target for her oct report.
None of that helps the fact that she reads and writes really badly.
I'm not insulting other level 4 kids. I think most kids who get a level 4 are far more literate than my DD though. A L4 tells you very little about the pupil. There is a world of diff between scraping a 4c through lucky guesses and getting one mark off a 5 on a bad day.
My DD got a 4 and is a bad reader and writer.
Which was totally expected. Despite being on interventions.
Can I ask why you think she won't get any help at secondary school?
My ds is exactly the same, he's in y5, got a 4b at the end of the year in reading but he can't read. He's been taught how to pass the test. His spelling is atrocious and he wouldn't be able to spell an of the words on this years test. His writing in General is just awful but he'll get a level 4 next year. I understand completely what you mean. I worry how he will cope in y7.
Because she's a 4 in reading and writing. And because primary didn't tell sec that she needed help.
Panda . One person who understands.
I don't know what Y7 will be like. I don't know if she'll cope or not.
I'll just have to wait and see.
The secondary school teachers will very quickly find out what she can and can't do.
In the meantime, here's a radical suggestion - how about starting a new thread asking how you can best help your Y6 daughter, who needs support with reading and writing before making the transition to secondary? You might find that a much more pleasant and useful thread for everyone.
I know what to do to help her. I need to continue the interventions I've been doing with her at home this year that have helped.
Sec may find out what she can and can't do. Doesn't mean they can help. Sec school teachers don't know how to teach reading and spelling. They expect you to start secondary school literate.
Sec use the same interventions at school as primary. The ones she's already completed. The ones that aren't run by teachers.
Although the new thing they use is accelerated reading. Which I'm really dreading.
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