Children take national statutory tests (SAT`s) at the ages of 7, 11 and 14 and national examinations (often GCSE`s) at the age of 16.

For more information about the tests
click here

The national curriculum says when things must be taught by describing broad `key stages`. To determine in which year your child will be at a particular stage please
click here.

Statutory Assessments, commonly referred to as Standard Attainment Tests (SATs) were introduced in 1991 and were part of the Conservative Government`s commitment to raising standards in schools. They were initially based on teachers` observations of tasks for children. They assessed children according to the National Curriculum programme of study and were a statutory requirement. In 1994, the workload was such that the tasks were deemed to be difficult and very time-consuming to administer. Consequently, pencil and paper tests were introduced in 1995. The tests focus on English and mathematics and provide a performance level, which is reported to the DfES, and parents are informed of their child`s progress. The present Government remained committed to the SATs and although some changes have been introduced each year, the main testing programme remains the same. For more information about the framework for these tests click here

Teachers can start the assessments from January onwards. However, most teachers wait until April before they start.

During April it is usual for teachers to administer the mathematics task with small groups of children who may or may not then complete the mathematics test.

Also during April, teachers spend time with individual children assessing their reading ability, using the reading task.

In May, the tests take place in Reading Comprehension, Mathematics and Spelling.

There is a lot of "media hype" about SATs. Most children are completely unaware that anything different is happening. The task/test materials are glossy and attractive and the majority of children enjoy them. Teachers work very hard to ensure that children are relaxed and happy and working in a way that is familiar to them.

The mathematics task consists of three activities that assess children`s ability. It is only done with a small group of children. It is usually used to assess children who may not attain level 2.

There are two mathematics test booklets. If children score 2A on the level 2 booklet, they complete the level 3 booklet.

The reading task is done on an individual basis. The child chooses a book that is unfamiliar to him/her and then talks about it with the teacher. The child reads a sectio of the book and discusses the content. This assessment enables teachers to find out how well the child can read and if the child attains level 2 in this task, he/she will take part in the Reading Comprehension Test level 2. If he/she does particularly well and scores level 2A in both the task and the test, he/she will take part in the Reading Comprehension test level 3.

All children take part in the Spelling Test which consists of 10 picture questions and 10 words that are dictated by the teacher.

A Writing Task is completed by all the children. It consists of two tasks, one piece of `narrative` writing that takes about 45 minutes and is often a story, and one `non-narrative` piece of writing that takes about 30 minutes which is `information writing`or `instructional writing`. The two pieces of writing are assessed by the teacher who also awards marks for their handwriting. The total scores for each piece of writing and the spelling test score are added together to provide an overall picture of the child`s attainment. This results in a level for Writing.

These provide a `snapshot` of a child`s attainment at the end of this key stage (end of infants).

They consist of `Tasks` or `Tests`.
They are not exams!
They are designed in such a way that they help teachers assess children in some detail in English and Mathematics.

All children in their final year of Key Stage 1 must be assessed. All children who are moving on to the Key Stage 2 (junior school) programmes of study in the next school year are regarded as being in their final year of Key Stage 1.

Not all children take the tests since they may not be suitable forms of assessment for some children. Teachers enter children for tests and tasks according to their knowledge of the children`s abilities.

If the children are not taking part in tests, the tasks support teachers` judgements about the children`s attainment.

At the end of the SAT`s, teachers then report both the task and test results and teacher assessments for the core subjects. Core subjects are English, Mathematics and Science. There is not a test or task for Science.

SATs provide individual pupil information about the National Curriculum levels that pupils have achieved at the end of KS2. Results are based on both tests and teacher assessments. Secondary schools use the results to form grouping/ability sets etc. as SATs results are passed on to the secondary schools when pupils transfer. SATs results are reported to the DfES with individual schools` performance published in performance tables, usually referred to as `league tables`. As with KS1 and KS3, the end of KS2 statutory assessments are part of the Government`s commitment to raising standards. Each LEA is also judged on the performance of its schools and compared nationally.

The tests in english, mathematics and science at the end of Key Stage 3 help pupils with their teachers choose the appropriate courses to follow leading to GCSE or vocational qualifications.

Thursday 14th August.

Thursday 21st August.

You can view performance tables for schools by clicking here

Alternatively you can ring Rosemary Williams in the Research and Information Department at County Hall, Beverley on 01482 392453 who will be able to provide you with the information.

The Foundation Stage Profile is a way of summing up each child`s progress and learning needs at the end of the Foundation Stage. For most children, this is at the end of the reception year in primary school - but profiles will be completed in any government-funded setting in which children complete the foundation stage.

The profile is based on practitioners` ongoing observations and assessments over all six areas of learning in the curriculum guidance for the foundation stage. Each child`s development and achievements will be recorded on assessment scales derived from the stepping stones and Early Learning Goals. The first profiles will be completed in June 2003.