Scribes and readers for ks 2 SATs

[SaraCara]

Ds has very slow processing, poor working memory and dyslexia. Does anyone know which of the SATs allow for readers and/or scribes? I am trying to argue ds should be allowed to sit at least some of the SATs with access arrangements. The school want him removed from all of them. Does that mean he's not on their data of they do that?

No, he will still count against the percentages as not reaching the standard. There are certain criteria that are needed to be met to permit additional time/reader/scribe. A reading speed of less than 90 words per minute on an age appropriate text ( we use a past KS2 reading paper extract), writing speed of less than 100 words in 10 minutes from a given stimulus ( we provide a picture and say "write!" ) and we also use a scaled score of less than 85 on the Turner Ridsdale digit span test. Different combinations of meeting the criteria permit extra time and/or scribes and/or readers. Some schools have the tests conducted by external professionals, some are conducted by the SENCO.
We test all children at the end of Year 5, those that meet the criteria then have extra time/readers/scribes as part of normal classroom practice ( another requirement which can be difficult to meet!)
There are some children ( those with EHCPs) who automatically qualify for extra time and some children ( those with poor concentration levels) who can have breaks.

if the criteria are met, then all papers can have extra time allocated, the maths and grammar papers can have readers or scribes, the reading paper just a scribe.

My ds had a reader / scribe across all his ks2 SATs and extra time. He had a reader for maths and the writing part and a scribe in writing and reading I think. He completed them all in the head teachers office with a TA. To enable this to happen the school had to show that it was ‘normal practice’ so he had 1:1 support for 50% of his English work and they both then got used to complying with the strict guidelines of how that support works.

However whilst this was really positive in that he started to enjoy English and he got better marks in SATs I don’t know how useful it was long term. It gave an overinflated expectation of what he could achieve at secondary where he does not qualify for any TA support. The support also disappeared straight after SATs so I think it was given for the schools benefit not ds’s benefit as he could have really done with extra help to improve his reading and writing before starting secondary.