Key Stage 1 conversion table for Key Stage 1 Sats are out

[Hulababy]

www.gov.uk/guidance/scaled-scores-at-key-stage-1#calculating-raw-scores

Not sure if of any use on here, but this has been updates today.

Using the raw scores from English and Maths you can convert to the standardised score, between 85-115. To be age expected the child needs to score 100.

Maths looks to be 37/60
English looks to be 22/40

Is it an inference question?
It just looks like retrieval to me ( not a teacher)

Are you teaching to the test or are you just improving a child's skill set? My son is an able reader and showing him how to answer the questions/ what the question is ansking and how to retrieve an answer from the words on the page are all just skills to improve his reading are they not?

"practising completing inference questions with poetry" seems like a great lesson to me, and actually giving children better skills for future learning.

do you mean paper two reading was hard? It was a bit mean to roll in the marks for that one. (Only a few children per class usually sit that one.) I thought it was just a stretch paper though so expected it to be a bit more challenging. I'm wondering now though as combining the marks will leave a lot failing I guess.

You seem to be confusing this year's tests with previous years ratty.
In previous years children took either a level 2 or a level 3 paper (not both) this year there was only one test split into two papers, arithmetic and reasoning (not easy and more difficult)

I was talking about reading Mrz.

In our school the child sat both reading papers. (2 and 3) only the able readers sat paper two.

This year the papers look very similar but are paper 1 and 2.

The "parcel" question relied on children being able to relate their own life experiences to infer the answer. Like feenie' few of our pupils have experience of parcels (not even pass the parcel at parties)
I thought both KS1 and KS2 tests had a focus on vocabulary and background knowledge that many children don't share.

Sorry should have said, in the past they sat both papers only the able readers sat the level 3.

Not to be awkward but why did they need to relate life experience?

The answer is in the text..

The same applies to reading ,Ratty. In previous years children took either a level 2 or a level 3 test not both. The volume of text in the second paper required children to have a high reading speed before they even got to the questions.

They sat both in our school ( they also do the year three four, none compulsory ones.)

My point was that the paper two this year looks like a level three paper. Did you not think so?

Therefore rolling the scores together is a bit mean....

Why is the child in the poem like a parcel?

You have to have experience of parcels to make the comparison

Then your school weren't following the statutory rules.

Very serious question here for those who are experienced in primary education, please. If a child is not meeting age related expectations at the end of Year 2, in all areas, what sort of interventions would the school be required to make in Year 3?

The text says....

Today I’m like a parcel, wrapped up from top to toe,

Correct answer.
Wrapped up from head to toe.

No surprise if they weren't following code, they don't follow rules well at all.

Be required to make? Do you mean what they should ideally do or do you imagine that they have to do something too?

You have to know a parcel is wrapped up to know that is why the child is like one.

Sorry OrangeSquashTallGlass I meant what does the UK Education system require the school to do in year 3 once they have identified that a child is not meeting age related requirements. Surely there must be required actions, otherwise what is the point of age related expectations in the first place?

There are no requirements!

Well that doesn't surprise, but it does depress, me. Speaking as someone who retired last year to help grandson with his reading after school (successfully I might add) and now about to return to work in order to pay for a tutor over school holidays to help his maths, I just find it amazing that more resources are not being put into helping strugglers. The PM talks about the need to improve the figure of 20% who reach Secondary School still struggling with Maths and English and yet that 20% could probably be identified much earlier on in the school system.

OK thanks for the answers, I'll just go and have a sob, then carry on as best I can.

Yup, sad but true - there are no requirements.

This year I have found that particularly tough and have had the same conversation with management all year. It goes like this...

Them: Your data shows you are unlikely to meet your (pay related) target of 85% of chn at or above age related expectations.
Me: I know. They're a very low cohort this year.
Them: What interventions do you have in place for [this huge group of chn]?
Me: Well [4] chn have [intervention] but you reduced our support staff this year so we have no one to run any more interventions for any more children. Can we have more hours/staff/support?
Them: No, there is no budget for that. So what are you going to do to make sure [this huge group of chn] make the target?
Me: Teach them as best as I can..??
Them: Hmm.

Next half term..
Them: Your data shows you are unlikely to meet your target of 85%. Why don't you have more interventions in place?
Me:

Repeat every half term until insane.

I don't know if this is universal, but my DD's progress has been tracked from the moment of she started reception. They don't wait until children fail to reach the expected level at KS1. My DD's teacher has a better grip than I do on what my DD can do and what she should be doing next. Her expectations are higher than mine because I tend to think 'but she's only 5'. Work is differentiated and interventions happen (my DD has been part of one). I'd guess that the main restriction is money

Sorry - posted too soon.

Each teacher and TA only has so many hours in the day. Quality teaching and interventions take time.

I know the teachers are trying their best, and parents want to help.
What I really wonder is that school and teacher don't use freely available resources online. I know some children may not have access, so it may not work 100%, but a lot of parents listens to school/teacher's suggestions. My ds's teacher introduced us to nrich, but only because he was very able. But I think it works well for any children. I re-introduced it to some other parents, and they were very grateful. Why can't they do that in first place? I found so many great resources on MN(a lot from teachers), I wish they give them to all those parents who want to help their children.

Most school websites have links to online resources that can support learning, we also send out a list each term to support anything specific being covered in each year group.

Irvine, I'm off to look at nrich, do you have any others?

Particularly maths, I have a super keen mathematician.

I only wish our school would offer stretch, I have to do it all myself and it's time consuming.

www.amazon.co.uk/Collins-New-Primary-Maths-Enriching/dp/0007431163/ref=sr_1_3?ie=UTF8&qid=1465142952&sr=8-3&keywords=extension+maths+collins is one of a fantastic series of books providing extension/sideways learning in maths. They are not linked to the new curriculum but all the better for it! There is one for each year group and they have some really interesting activities/challenges to fascinate eager mathematicians!!