KS2 SATs 2024⁚ Greater Depth Score Overview

The Greater Depth Standard (GDS) in KS2 SATs indicates a strong curriculum understanding. A scaled score of 110 or higher generally signifies achieving greater depth. Historically‚ girls slightly outperformed boys. These tests help identify students working beyond the expected standard.

SATs Scaled Scores Explained

SATs scaled scores‚ introduced in 2016‚ offer a standardized way to interpret student performance. Raw scores from KS2 SATs papers are converted into these scaled scores. A scaled score ranging from 80 to 120 is possible‚ with 100 denoting the expected standard (EXS). Achieving a score of 100 indicates a student has met the expected level in the test. A score of 110 or higher is generally accepted as working at greater depth (GDS)‚ showing a strong understanding.

These scaled scores provide a clearer picture of a pupil’s attainment relative to national standards. They allow for a more consistent comparison of results across different years. Local authorities and schools use these scores to monitor progress and identify areas needing support.

For parents‚ understanding scaled scores helps in interpreting their child’s results. It’s crucial to differentiate between raw scores and scaled scores. Scaled scores offer context‚ making it easier to understand the pupil’s performance against national benchmarks. Digital SAT resources further explain these scores for parents.

Greater Depth (GDS) Definition in SATs

In the context of KS2 SATs‚ Greater Depth (GDS) signifies a pupil’s attainment beyond the expected standard. It demonstrates a robust grasp of the curriculum content and skills. Achieving GDS implies the pupil can apply their knowledge in complex and varied contexts. Typically‚ a scaled score of 110 or higher indicates a pupil is working at greater depth.

This level of achievement means the pupil showcases a strong understanding in reading‚ writing‚ and mathematics. Teacher assessment plays a crucial role in confirming GDS‚ particularly in writing. Pupils achieving GDS demonstrate analytical thinking and problem-solving abilities. They can articulate their understanding clearly and effectively.

The GDS benchmark aids schools in identifying high-achieving pupils. It allows for targeted support and enrichment activities to foster their potential. Parents can recognize GDS as a mark of exceptional academic performance. It highlights a pupil’s readiness for more advanced learning opportunities. The GDS result is an important indicator of a pupil’s academic strengths.

Raw Score to Scaled Score Conversion for Greater Depth

Converting raw scores to scaled scores is essential for determining Greater Depth (GDS) in KS2 SATs. Raw scores represent the total marks a pupil achieves on each paper. Scaled scores provide a standardized measure of performance across different test versions. To attain GDS‚ a pupil needs a scaled score of 110 or higher.

The conversion process involves using tables published by the Standards and Testing Agency (STA). These tables map raw scores to corresponding scaled scores. The specific raw score needed for a scaled score of 110 varies each year. This variation depends on the test’s difficulty and is adjusted to maintain consistent standards.

Teachers use these conversion tables to accurately assess pupil performance. Understanding the relationship between raw and scaled scores is crucial. It allows educators to identify pupils who have met the GDS threshold. Pupils achieving GDS exhibit a strong grasp of the curriculum. They demonstrate the ability to apply knowledge in complex scenarios. The conversion process ensures fair and consistent assessment.

Academies and Local Authority Moderation Agreements

Academies must establish moderation agreements with local authorities for KS2 assessments. These agreements ensure consistent and accurate assessment practices across different schools. Local authorities have a statutory duty to oversee moderation within their geographic area. Academies can nominate a local authority for moderation purposes‚ even if it’s non-geographic.

Academies need to notify the STA via the Primary Assessment Gateway (PAG) if using a non-geographic local authority. This notification must be completed by a specified deadline‚ typically in January. Academies should also inform their geographic local authority of their alternative arrangements. Moderation involves reviewing teacher assessments to ensure alignment with national standards.

The process helps maintain the reliability and validity of assessment outcomes. Local authorities play a crucial role in facilitating these agreements. They ensure that all academies within their jurisdiction have appropriate moderation arrangements. Effective moderation agreements contribute to fair and consistent assessment for all pupils. Academies must actively engage with local authorities.

Key Dates for Academies and the Primary Assessment Gateway (PAG)

Academies need to be aware of crucial dates related to the Primary Assessment Gateway (PAG) and KS2 SATs. These dates govern various administrative tasks and data submissions. One key date is typically in January‚ when academies must notify the Standards and Testing Agency (STA) if they are using a non-geographic local authority for moderation. This notification is done through the PAG.

Academies should also inform their geographic local authority if they are using an alternative local authority for moderation purposes. The PAG serves as the central portal for assessment-related communications and submissions. Another important date is the deadline for submitting KS2 assessment data through the PAG. This usually falls in the summer term‚ shortly after the SATs administration.

Academies must adhere to these deadlines to ensure compliance with assessment regulations. Missing deadlines can lead to delays in reporting results. The PAG provides guidance and support materials. Academies should regularly check the PAG for updates and announcements.

No Primary Progress Measures for 2023-2025

Due to the absence of a statistically robust baseline‚ the Department for Education (DfE) has decided against publishing primary progress measures for the academic years 2023 to 2024 and 2024 to 2025. This decision stems from difficulties in establishing a reliable starting point for measuring pupil progress‚ leading to concerns about the validity and fairness of progress scores.

Instead of progress measures‚ the DfE will continue to publish attainment measures. These attainment measures will provide insights into pupils’ overall achievement levels at the end of primary school. Schools and stakeholders can still use attainment data to identify areas of strength and areas needing improvement. While progress measures offer a comparative view of pupil growth‚ attainment measures provide a snapshot of pupils’ current performance against national standards.

This decision is to ensure that the data reported is accurate and meaningful. It is crucial for schools to focus on providing high-quality education and support to all pupils.

Scaled Score Range Indicating Expected Standard

For the Key Stage 2 (KS2) SATs‚ a scaled score is used to report student performance. The expected standard is indicated by a scaled score range between 100 and 120. A score within this range signifies that a pupil has met the expected proficiency level for their age group in the assessed subject‚ as defined by the national curriculum standards.

The lowest scaled score obtainable in a KS2 test is 80‚ while the highest possible score is 120. Pupils scoring below 100 may require additional support; Conversely‚ those achieving above 110 are often considered to be working at greater depth.

These scaled scores allow for comparison of performance across different years. The conversion from raw scores to scaled scores is done to account for differences in test difficulty. Parents and educators can use this data to understand a child’s performance relative to national benchmarks.

Impact of Parental Involvement on SATs Preparation

Parental involvement plays a crucial role in preparing children for KS2 SATs. Active parental support can significantly influence a child’s confidence and performance. Creating a supportive home environment encourages effective study habits. Parents can help by providing resources like practice papers and study guides.

Engaging in regular conversations about schoolwork fosters a positive attitude towards learning. Parents can also assist with time management‚ ensuring children allocate sufficient time for revision. Familiarizing children with the test format reduces anxiety.

Furthermore‚ parents can collaborate with teachers to identify areas where their child needs extra support. Monitoring progress and providing encouragement boosts morale. A balanced approach that combines academic preparation with emotional support is key. This helps children approach SATs with confidence and reduces unnecessary stress‚ contributing to a positive outcome.

Availability of KS2 SATs Practice Papers

KS2 SATs practice papers are widely available‚ offering essential preparation for Year 6 students. These papers familiarize children with the test format‚ question types‚ and time constraints. Schools often provide practice materials‚ and numerous resources are accessible online. Parents can download free practice papers or purchase comprehensive workbooks.

Utilizing these resources helps students build confidence and improve their performance. Practice papers cover all tested subjects‚ including reading‚ writing‚ and mathematics. Regular practice allows children to identify their strengths and weaknesses.

Working through practice papers under timed conditions simulates the actual test environment. Reviewing answers and understanding mistakes reinforces learning. Many websites offer scaled score conversion tables to track progress. Accessing a variety of practice materials ensures comprehensive preparation for the KS2 SATs‚ empowering students to achieve their best possible results.