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Kevin Piper

School Improvement Partner

  • Over 30 years experience as a School Leader, Teacher and Trainer for CPD and School improvement
  • Specialises in English and Drama

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SATs Results 2022 - Where do we go from here?

SATs Results 2022 - Where do we go from here?

Unvalidated results are out for the 2022 SATs at KS2, and they pose some interesting questions for both primary and secondary schools. This blog will offer some ideas to reflect on, to think about what you have done or are doing that's successful, and to explore some potential areas for development.

General questions at primary:
• What has been the focus of 'catch up', what strategies did we use, and how do we know what the impact has been?
• Are there some ideas that we wish to continue? Are there some that we wish to tweak, and are there some that we need to completely change?
• Can we do next year all the things that we have done this year? Are there new approaches we need to employ?
• If we could journey back in time six months, or a year, what would we change?
• How can we look beyond the SATs, because it is of course only part of the picture?

General questions at secondary:
• How do you build on these results to support the transition into year 7, to make sure that your intake are all ‘secondary ready’?
• How will data be used to evidence the impact of any transition arrangements?
• Will these results have any impact on learner confidence, wellbeing or aspirations?
• Will these results affect any arrangements for setting?
• Will all learners still get access to sophisticated ideas, and a 'broad and balanced' curriculum?
• What interventions may be needed? Who will conduct these?
• How do we move beyond the data to ensure that children are still seen as individuals - that we use a balance of information when supporting them on their next steps?

Let us now consider more specific questions within each area of the data.

READING - 74% of pupils were at expected, up from 73% in 2019

Areas to consider for primary schools:
• What are we doing that proved to be effective, and can this be sustained?
• Do we have a structured approach to comprehension?
• Children may be 'doing well' at reading, but are they enjoying books?
• Is our library back up and running, and how is it being used?

• If reading is successful, how are we using books to support writing?
• What can we learn from the way that parents and carers may have supported reading during lockdown?
• These results focus on older children and comprehension, so what do we know about the impact of the lockdowns on phonics knowledge? Might that aspect of reading lead to a 'blip' in SATs results in a few years' time?

Areas to consider for secondary schools:
• What support and explicit teaching do we provide to help students read across the curriculum?
• When do we begin to teach study skills and approaches, such as skimming and scanning, along with note taking skills?
• Are there groups that would especially benefit from additional work in reading? Will some learners still need support, and how will this build on what they have achieved in primary school?

MATHS - 71% at expected, down from 79%

Areas to consider for primary schools:
• Are all students getting enough practice?
• Are the appropriate building blocks of knowledge in place?
• How effective has our work with parents been? Have we been able to help parents support their children in maths?
• Have we been consistent in our approach across the school, e.g. in use of language?
• Is our curriculum sequenced and progressive in procedural fluency, reasoning skills and problem solving?
• Have there been enough opportunities to explicitly develop reasoning skills in maths?

Areas to consider for secondary schools:
• Are students confident and resilient learners, able to show working out and engage in collaborative discussions and learning?
• Are students aware of efficient methods in maths? Are they able to discuss this explicitly, e.g. using 'disciplinary knowledge'?
• How will our curriculum and teaching methods complement the approaches taken in primary schools?
• How can we run effective diagnostic assessments and/or analysis of the SATs tests to help us understand students' starting points?
• How can we help students have a positive attitude to maths?
• How do we avoid creating unnecessary worry or stress?

WRITING - 69% at expected, down from 78%

Areas to consider for primary schools:
• Do we have a structured approach for writing in key stage 2?
• Do we work on extended writing?
• How do we use the TT Education approach to writing, to encourage pupils to explore their ideas, plan, write and review?
• Have we run a pupil perception survey to see if our students enjoy writing?
• How do we use success in reading to support the children's writing?

Areas to consider for secondary schools:
• When students arrive in Yr7 can we use writing as an assessment or diagnostic tool?
• How do we make sure that KS3 English does not present students with ‘more of the same’?
• How do we both excite and challenge learners?
• Can we use the TT Education 'bridge edit' approach to help students understand how each subject has a different 'disciplinary literacy'?

GPS - 72% at expected, down from 78%

Areas to consider for primary schools:
• How do we develop confidence in grammar, punctuation and spelling in all our learners?
• Do we use approaches like 'gamification' to help build automaticity and conceptual understanding?
• Do we use enough collaboration and talk-led approaches to encourage students to discuss, reflect and think deeper?
• Is GPS a standalone, or does it have a meaningful impact on reading and writing?

Areas to consider for secondary schools:
• How do we build on the GPS that has been learnt in primary school?
• Is there 'buy-in' from all staff about this, or is primary grammar and punctuation seen as an unnecessary and 'best-forgotten' body of knowledge in KS3?
• Is GPS a building block for literacy skills, or is our rationale that we should focus more on pupils' enjoyment of writing?
• Do we have a school-wide approach to 'document hygiene', explaining the importance of GPS when writing to specific audiences or clients?
• Do we make connections between an effective use of English language and future
career ambitions?

SCIENCE - 79% at expected, down from 83%

Areas to consider for primary schools:
• Has there been too much focus on English and maths, rather than science and foundation subjects?
• How often do children do experiments and other forms of 'disciplinary knowledge'?
• Do we have a structured approach to developing vocabulary in science?
• Are there any specific groups of children who are struggling in this subject?
• How well do scientific skills and knowledge influence success in other subject areas, for instance through an exploration of the 'uses and implications' of science?

Areas to consider for secondary schools:
• Are all students able to think and work scientifically? Do they ask scientific questions?
• What additional support might we need to put in place for Yr7 pupils to help them catch up with their scientific knowledge and thinking?
• Is there a coherent progression in 'disciplinary knowledge' so all students know how scientists gain knowledge and evaluate outcomes?
• How do we promote the STEM subjects to all our students?

Given the disruption from Covid and the lockdowns, the national picture could have been a lot worse, and we feel that these SATs results are credit to the hard work and determination of teachers and leaders across the country. We know from our work in schools just how dedicated staff have been, 'going the extra mile' to support all learners to achieve in their SATs but also to support them in their wellbeing, and prepare them for the next stage of their education.


If you would like help with any of the core subjects at your school, or the transition between primary and secondary - whether it's INSETs and training, consultancy, or longer packages of support - please get in touch with us at info@tteducation.co.uk