What does Year 6 SATs preparation usually look like in primary school? And is there extra time for dyslexics?

[loveyouradvice]

About to go into y6... I've heard horror stories of non-stop SATs papers sucking the joy out of learning.

What does it actually look like? When do they start practicing and do they actually learn other stuff alongside? And how long is the intense bit?

Do schools give those that need it (dyslexia, etc) extra time? Or is that not something that comes in until secondary school?

Do you reckon your school handled it well or badly... how could they have done it? Crossing my fingers as Sept approaches... and huge thanks to everyone who replies

In my school, obviously they are aware from the beginning of the year that they have SATs, but we just teach the curriculum, so not just maths/English. Our children sit 3/4 practice tests through the year and from about February their homework is revision of maths and english. We try and strike a balance of enough practice that they are familiar with the format, but not pressured.
Schools have to apply for extra time for children with SEN/dyslexia etc.
I think our approach works well and our children all find SATs week fine.

Just done SATS and it seems to vary by school.
Ours was relatively chilled. Few practice papers. Homework was spellings as usual. Some parents tutored where their kids were on a boundary. Tutored specifically for SATS and preparation for secondary, not an 11+ area.
Some schools went full on. Extra lunchtime and out of school sessions. Three past papers as homework a week yada yada.

I wish ours had done more but not quite to the level of some of the things my friends' kids did. Kids were totally chilled SATS week though.

I think extra lunchtime and out of school sessions are ridiculous. We have targeted interventions during the school day, but that happens in all year groups. This is one of the problems with SATs, that some schools focus so much on them, they’re not a true reflection of the children’s real level.

Our school had invite only weekly clubs for kids who needed more support from January, morning or after school booster sessions available to all, and from late February onwards it felt like all they did was SATS prep, along with lots of homework (including 5 practice papers over Easter which were presented
as mandatory). It was massively OTT and I can’t help but feel that a lot of the kids would have done better had they not crammed the whole curriculum into about four months. (I may be being unfair but this is what it felt like as a parent.)

Children with EHCPs automatically get extra time if needed but for those without, it has to be applied for. School can arrange other reasonable adjustments like doing the papers in a separate room, or things like a scribe if SEN means they need it.

Completely agree. It did feel ridiculous. I question how much the prep helped as I’m
not sure my DC had a thorough grasp of what had actually been covered.

My god, I’m actually shocked that parents here their kids tutored for SATS?!

SATS papers for homework from the September (2 pages maths, 2 pages English), extra breakfast sessions for those who are on cusp of getting higher level.
loads of adaptations for those who need it (like my son)- separate room, questions read out to them etc

My daughter is coming to the end of Y5. She has already been attending extra maths and writing sessions before school. I wad all for her getting a little extra support in those areas generally, but apparently they’ve been banging on about SATs during said sessions 🤬 She’s borderline. Those above or below expectations weren’t invited 🙄

Our school does a practice paper every half term, and we try to allocate additional staff to Y6 so that they have smaller classes for English and maths.
Other subjects continue as normal.
Children with a dyslexia diagnosis do get extra time, and a break on longer papers if appropriate, and they can have a reader for all papers except the English reading and spelling papers. I have worked with a few recently who have had a scribe. But DoE is getting stricter about who fulfils the criteria for extra time etc, and so a diagnosis is helpful ( might even be crucial).

Every half-term is OTT - when do you get any actual teaching done?! We do two practices in Y6, more to help children become familiar with what is actually a very formal process - desks in rows, displays covered.

Bear in mind nearly all schools assess termly anyway from Y1 or Y2, generally with increasing formality as they move up through school. Plenty of schools do the same in Y6, though at slightly different points. My class often quite enjoy assessments - they are very predictable and often easier, at least at the start, than normal classwork.

It is reasonably easy for schools to apply for access arrangements. They just have to show it is usually classroom practice.