Year 6 SATS
Teresa Haynes
Dear Colleagues
One of the schools in my patch has asked about Year 6 SATS in relation to Ukrainian and Afghan refugee children who will not be able to access the papers. Will they be exempt? And if not are there any access arrangements that could be
put in place?
Does anyone have any answers?
Many thanks
Teresa Haynes
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Thomas, Karen (EMAS)
Hi Teresa,
I haven't seen this year's ARA and Access Arrangements yet - are they out, does anyone know? They don't usually change a lot but best to check each year…
So, the following guidance has been taken from the Key Stage 2 Assessment and Reporting Arrangements (ARA) October 2021.
6.5 Pupils with English as an additional language
Pupils with EAL must be registered for the KS2 tests, even if the pupils will not take them.
English tests
If pupils cannot communicate in English, they will be working below the overall standard of the English tests and should not take them. To make a TA judgement, these pupils should be assessed using the pre-key stage standards providing they are engaged in subject-specific study (see section 8.4).
Mathematics tests
To establish a pupil’s abilities in mathematics, teachers and language support staff could work together to translate national curriculum work into the pupil’s preferred language.
If a pupil is working at the standard of the mathematics tests, the school should consider using access arrangements to enable the pupil to take the tests. Further information on using written or oral translations is in the access arrangements guidance.
The guidance below has been taken from the Key Stage 2 Access Arrangements Guidance October 2021. Again, check for updates…
https://www.gov.uk/government/publications/key-stage-2-tests-access-arrangements
1.1 Overview of access arrangements
Access arrangements must never advantage or disadvantage the pupil. Any support should be based primarily on normal classroom practice. Support must not change the test questions and the pupil’s answers must be their own.
It may be helpful to use KS2 practice materials1 with pupils before administering the tests. This will enable schools to identify whether pupils need additional support or adaptations, either to the test materials or to their administration.
Access arrangements might be used to support pupils who have:
- difficulty reading
- difficulty writing
- difficulty concentrating
- processing difficulties
- a hearing impairment
- a visual impairment
- English as an additional language
Due to the diversity of pupils’ needs, this guidance does not list every circumstance where it may be appropriate to use access arrangements. Some pupils may not be able to access the tests, despite the provision of additional arrangements.
Applying for additional time
Teachers with good knowledge of the pupil’s needs should make the application. Reports from educational psychologists or other education professionals are not required. This is because pupils who do not hold a report may still be eligible for additional time. Where a report is already in place, teachers can use it to inform their responses about the pupil.
Schools will need to respond to each of the following 7 questions about the pupil. These questions draw on the teacher’s assessment of the pupil’s abilities or needs. Schools must have evidence to justify their responses to the application questions in case they receive a monitoring visit.
- Can the pupil respond appropriately to a simple request or instruction given in
English, without being prompted or aided by an interpreter or translator?
- Does the pupil have a hearing impairment that prevents them from being able to respond appropriately to a simple question or instruction given in English, without being prompted or aided by a communicator or sign language interpreter or having to lip read?
- Does the pupil need braille or enlarged print in order to read and understand text?
- Can the pupil focus on a task, which requires them to work independently and without interruption, for at least 15 minutes without being prompted to stay on task?
- Is the pupil prevented from being able to write independently at a speed of more than 10 words per minute by a physical, motor skill or learning disability?
- Can the pupil read age-appropriate texts aloud and fluently, at a speed of 90 words per minute, without making errors, or with very few errors (this means less than 5 errors per 20 words)?
- Does the pupil have difficulty processing information, which prevents them from being able to answer questions on practice key stage 2 tests, even when they are allowed to refer back to the questions?
Additional time is not cumulative. If a pupil qualifies for more than one reason, they are only allowed 25% additional time. A pupil who qualifies for 2 or more reasons may be allowed the use of an aid as well as 25% additional time. For example, a pupil who has difficulty reading and difficulty writing could use a scribe for writing and still qualify for 25% additional time if they are reading independently.
If you feel that you have pupils with EAL that would qualify for any of the above, please refer to the Key Stage 2 Access Arrangements Guidance October 2021 for more information.
5.1 Written or oral translations
STA does not provide translations of the tests, but schools can prepare written or oral translations of the mathematics test to meet an individual pupil’s needs.
Mathematics
Translators should take care to ensure that any translation does not provide additional support or explanation of mathematical terms.
Pupils may write their responses in English or in their own language. If a pupil’s answers are not in English, the translator should make a transcript of the pupil’s answers into English after the test before the pupil leaves the test room. The pupil’s original test script must be sent for marking along with the translated test script. Alternatively, pupils may answer orally, and the translator can scribe the answers in English.
Written translations of the mathematics tests can be made one hour before the test is due to start. If it will take longer, schools must make an application for early opening.
Oral translations may be given by a translator at the time of the tests. Translators must work with pupils on a one-to-one basis. If several pupils require a translator but only one is available, the school should administer the test in multiple sittings or apply for a timetable variation to administer the test on a different day. Translators may want to review the test papers before the test is administered to check for any unfamiliar vocabulary.
If the translator acts as a scribe or makes a transcript, the headteacher must complete and submit the notification of an aid form.
English grammar, punctuation and spelling and English reading
Translations can only be made to directions or instructions that are not part of the test questions. No help may be given with reading or understanding the questions or passages of text.
Hope this helps!
Karen
Karen Thomas
Ethnic Minority Achievement Service Manager and Lead Adviser
Children, Families and Education
023 9273 3130 / 023 92841548
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