What happens when a child doesn't do SATs in KS2?

[MsGameandWatch]

Say they're ill or a family emergency crops up. What happens? Will they re-sit at some point or they just don't do them at all?

Thanks 😊

um how am I drip feeding? Why did you need to know that in order to answer a simple question of what happens if a child doesn't do SATs?

Thanks for all answers by the way. Interesting reading

I think 2nd sentence from your last post could have been better OP, and got more useful response.

In what way? I'm honestly confused. Can you re-word it for me?

Why are you keep picking on my post so much?
If I offended you some how, sorry, but I didn't intend to.

I don't know if I can re-word it properly or not, I am not native English speaker. But it made it more clear you have reason to skip sats or not, so you would get more useful info regarding your situation, imo, that's all.

I'm not, really. But it was actually two posts where you asked me why I drip fed and one where you told me I should have worded it better, so I might ask you the same question? Why are you picking on my post?

I didn't ask for support with how to get a child with autism through SATs. I know what support we can get, whether it works or not on the day is another matter, so I asked what would happen if A child, not specifically my child didn't do them because that's what I wanted to know.

whatever.

It was a long time ago and wrong sats but I missed some of my ks3 sats as I had the flu and never actually had the chance to retake the ones I missed. I think they just streamed me for gcse by teacher assessment.

How gracious irving

Lovely chatting with you.

I've wondered similar as we'd wondered about home schooling for year 6. It seems like all they focus on from September and I'd wondered about going travelling and having adventures as a kind of gap year before secondary.

My dd didn't do SATS as she went to a private junior school.

The secondary school she is now at did CATS tests at the start of year 7 & this worked out better for her as they found she was massively underachieving based on her potential. That, along with a massive difference between verbal & spacial scores on the SATS led them to investigate & she was diagnosed with an asd.

She is now in Year 10, they did CATS again in Year 9. under the old system she would have been predicted A/B grades. Under the new system Grades 6-8.

The only thing they will affect is that her school won't be able to use her GCSE grades to count towards their Progress 8 score which is a shame as its down to them she has progressed so much.

OK.

Effect on Primary School

• the results your child would have got are not included in their overall scores. bringing them down. So if your child would have got 100s then their results will look worse.

Effect on Primary Teacher

• if you keep them off without notice the primary teacher may be hacked off that they spent time and energy trying to best prepare your child for the actual taking of the tests which they could have been better spent on children who were intending to take them. If you keep them off because on the day they are not coping, then the primary teacher shouldn't mind.

Effect on secondary school

• they won't have the full set of data and so the statistics they are measured against (KS2->GCSE) will be less accurate

Effect on your child

• they won't do the tests, less stress that week, and if you have pre-warned them, less stress in the run up
• possible feelings of isolation compared with their peers - everyone will be talking about it and they will be left out
• no chance to show what they can do, may feel you don't have confidence in them
• will likely have to do all the preparation anyway, unlikely school will set them separate work because you are choosing to withdraw them
• possibly increased stress due to not doing 'the expected' in school
• targets / expectations in secondary may be less accurate. possibly leading to not getting interventions if needed (in my DD's school these are triggered on progress against incoming levels)
• may effect initial setting as some schools use KS2 results to set, but in a good school these should be flexible. However if a school uses streaming could have more impact.
• may be less prepared for secondary in as much as secondary tends to have more, regular tests

NB some of the above are not relevant if intending to do tests but pulled at last minute.

For what it's worth, I was quite concerned about my DD's emotional capability to do the SATs (she has some specific issues), but overall the process was beneficial for her, and she coped well in the SATs week and felt very proud of herself afterwards. I am sure it also helped her with the testing regime in secondary. However our primary takes a sensible approach towards SATs unlike some schools I read about on here.

I'd love to do private primary. Bizarrely it now seems it's the state schools that are focused on targets and academically driven while the private primary schools can offer something more rounded.

Children will have to resit SATS when they begin secondary this year if they've failed to meet expected standards. (Because children make so much progress in the summer holidays).
Also, as a Year 6 teacher married to a secondary teacher I am really pushing my children who have behaviour/SEN issues if I think they have any chance to get the expected levels as I know this means that secondary schools will need to help them achieve GCSE in order to meet progress expectations. Otherwise, I know they will be left floundering in lower sets while high school focus on the ones who they need to make it.
It's not a system I like or approve of but, just as in other professions, I have to work to the directors plans (although I'd like to think that some directors have better knowledge, qualifications and experience to manage than the education minister!)

I never asked why you drip fed. You are making things up, so I realised no point continuing.

Irvine

Country I don't think you can fairly make sweeping generalisations like that.

My DD had a great y6 which prepared her well for secondary. She consolidated skills and knowledge in Maths & English and learned how to approach tests sensibly. But she also got to do science, art, PE, drama etc. The school had a balanced approach and prepared the children well without stressing them.
The only thing I would change would have been to drop the SPaG work for my DD in favour of some more core literacy as she struggles with it.

Private schools may not have SATs to do, but depending on area many will be prepping kids for 11+, or other entrance exams.

balls I believe plans to make children resit in secondary have been quietly dropped.

Though as I now see you are a y6 teacher maybe you know better than I do!

Link to story saying resit plans axed: www.bbc.co.uk/news/education-37706752

Indeed, tween, those proposals did not make it in to the education white paper AFAIK (thank goodness!!).

I'm not sure saltys post is complete rubbish. In an ideal world government set targets would have no effect on the children. In the real world, schools have limited time and money for intervention and many tend to try and jump through the hoops the DfE set them.

Teen - if you read the boards regularly and through experience year 6 for most schools IS sats focused. I'm an ex teacher, and know lots of teachers too, it just has to be. Yes a year "consolidating" work. My daughters bright, has already got the impression its just repeating previous work.

As with all generalisations there's exceptions to the rule but there's a reason teachers are so anti teaching to the test/sats/don't want to teach year 6/leaving in droves!!

(in our case we live a grammar area so prepping for 11+ would be preferable sadly.)

"why.( ...drip feed though...)"

Was this not a question? It was difficult to tell with all the confusing punctuation.

I do apologise for spelling your name wrong - auto correct. That said that you were petty enough to point it out combined with your sulky "whatever" tells me there is absolutely no point in engaging with you further so if you don't mind I will leave it there 😊

Teen thanks for your post, very clear. I do find this a very interesting discussion and it's hard to get any clear answers. Many thanks. Not sure what will happen, as I said previously I may not know till the day if she will sit them, just wanted to get some idea of outcomes.

I think it may help to look at the division between 'in school' and 'outside school accountability' effects.

In school, the judgement you may have to make is whether the damage to your child is more done by the preparation (which you cannot avoid without taking Y6 out as a whole) or by the actual test week. Schools also differ enormously in how they approach SATs - from intensive year-long preparation with a limited curriculum, to a pattern of lessons that is indistinguishable from YR - Y5, with a few tests in May.

In secondary school, they will use other means to set your child if they do set, so the day to day experience should be unaffected 9though there may be greater uncertainty / moves between sets for your child than for others).

In terms of 'outside school accountability' - even if your child does not take the tests, they are included in the school accountability data. So if they are in a class of 30 and your child does not take the test, then [to a simplistic level) the average results of the class will be reduced by 1/30th as your child is regarded as a 'fail' rather than being removed from the average. This obviously has an impact on comparisons between your school and others, and on future Ofsteds. This is not an issue at all for you, but if you did choose the school on the basis of its results or its Ofsted, or if you like and value the school, it might be something to consider.

Equally, at secondary, the SATs results for your child will be used to measure their progress in a key school accountability measure, Progress8. Without SATs results, that measure - which again is used in comparison between schools, Ofsted etc - will be less accurate. However, tbh most secondaries are much larger, so the impact on school data is significantly lower than the effect on the primary.

this may be helpful in showing how schools would 'normally' deal with illness of a child on the day of a test.