There is honestly no point in practising KS1 SATS.
KS1 SATS are by teacher assessment. One part will be the tests but they can be done at any time of the school year and so the result from that may not be the level the child is working at. Plus if a child scored highly on the test element but that wasn't backed up by the rest of their work then they would receive the level that they are actually working at.
You can easily find previous SATs papers by googling. As Miranda says, it really isn't worth getting your child to practise SATs style questions as the test itself should only be a small part of their assessment- and if the school are approaching it sensibly, they should hardly be aware of it as a ' test'. Looking at past papers will give you some idea of what they need to be able to do, but you might find it more useful to look at the New national curriculum- as this is what they'll be learning once they get to Y3.
Just re-read my reply and realized I haven't answered your question! Personally, I don't really like workbooks etc so don't know of any to recommend, but there's a lot of people on here who can give ideas for supporting your child. Can you give a bit more info about what you need- reading, writing, maths? Are you concerned that your child needs extra support, or are they average/above average?
School really shouldn't be building up KS1 SATs like that and certainly not suggesting children do past papers. I can see how if they've said that, that you would feel you should but the levels are based on teacher assessment overall.
You can ask but bear in mind that Key Stage 1 tests and tasks can be administered at any point in the school year not in a set week. The test marks for those children who took the tests at the beginning of the school year won't reflect their level at the end of the year, so are pretty meaningless.
Morningnovice the best thing you can do to improve comprehension is just to read with and to your DD and discuss it. Show her how to make links between different parts of the story e.g. 'Oh, that's interesting- the main character is teasing her little sister. Didn't she do that in the last chapter as well?' Or 'Hmm, little bear meets someone new on each page- I wonder who he'll meet next?'
Talk about the way the writer uses language- point out unusual or descriptive words or phrases, ask if the character is being shown in a positive or negative way, and how you can tell.
With non-fiction, talk about using the contents, glossary etc. Comment on what subheadings are for and how a table or diagram helps the reader.
Overall, the more you can share an enthusiasm for reading and a real interest in what you read together, the more it will help her.
Yes, you are correct MrsHathaway. (am a Year 2/3 teacher). I was trying to point out the pitch and expectation papers on that website are inaccurate for all other year groups. The "expected" level of a 2b in old curriculum does not equate to the content of the new year 2 maths curriculum, so the documents may give a false seen of security to any other year group child. For the first term I spent some of my maths sessions back-filling missing areas and concepts so my children could then access the new year 3 work.