At Crewe in the second half Alex (Frutos) disappeared, Harty ( Gary Hart) had a poor game. We cannot have that, it has got to be sustained. From 2011 KS2 SATs Science tests were replaced with teacher assessments in Science but a random selection of schools should take national sampling Science tests to monitor standards. In the 2017 KS2 reading test, a 2-part question beginning with ‘According to the text…’ was included in the third tier. However, this year one was presented in the first tier.

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The GPS tests comprise of two tests. Paper 1 is a grammar, punctuation and vocabulary test lasting 45 minutes with 50 marks available. Paper 2 comprises of a 20-word spelling test lasting approximately 15 minutes. A Key Stage 2 Science sampling test was not created in 2013 as it was decided a new biennial pupil-level sampling system would be introduced in 2014. Approximately 9500 children will be randomly selected (based on 5 children from 1900 schools). C hildren will sit the test within a two week window from Monday 2nd June 2014 and it will consist of three separate papers, each taking no longer than 25 minutes to complete. No individual school or child will be subsequently identified. I keep saying this, and people will only believe it when we do win a game, but we remain really positive. If a child's score was 110 or over, they had exceeded the expected standard and were judged as working at greater depth. Thus, the "pass mark" for children taking the 2018 KS2 Grammar, Punctuation and Spelling SATs was 38/70 or 54.3%.

Another pattern apparent in the language of the questions centred on the ability to visualise based on the information given. Visualisation sits firmly within 2d (inference) and was tested twice through the use of the phrase ‘ what impression/s’ and once through the use of the phrase ‘ what suggests’. These are phrases that most Year 6 pupils are unlikely to use in their everyday language. Again, to build familiarity and understanding of what they are being asked to do, these phrases need to be used regularly in the classroom when asking 2d questions (and also with 2g questions of which there were none this year). Suddenly, I heard Em Sharp drawing closer to the door. I could feel my heart racing as she bellowed, '' Edward what are you doing in there you have been told many times not to enter this forbidden room.'' Her voice becoming clearer as she entered the room. Soon she noticed the strange box in my arms as I was trying my best to cover it. She hesitated as she tried to figure out what it was. she soon recognised it,'' GIVE ME THAT BOX RIGHT NOW IT HAS NOTHING TO DO WITH YOU IT IS VERY DANGEROUS!'' She screamed. I new she had no right to own this box it was mine and mine forever. Pupils with additional educational needs were offered support and/or extra exam time where available. Modified materials using braille and large print were available to eligible pupils and their teachers.As this question was included in the first tier, more able readers may have coped with the demand of it. This question is testing content domain 2h – make comparisons within the text, and was the only item on the paper that tested this. As this content domain is rarely tested, it adds another level of difficulty for less confident readers. I will not give it too you! I ran away as fast as I could with the box in my hand. Em Sharp was shouting behind me, I peered over my shoulder and saw that she had fallen over. I finally came to a stop and took 3 big deep breaths while I was looking for a place to hide, my heart was beating really fast and I was sweating with nerves. You have to give it to me now!” Em Sharp spat as she reached out to grab the box again, “It’s none of your business what’s in it. So give it to me NOW!” I had never seen this side of Em Sharp before. I wondered what would happen if I opened it in her face would she: grab it from my hands, shout at me or would she just stand and watch in horror.