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The 2019 Maths SATs: What are the Next Steps for Schools?

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“Maths was our highest achieving subject; Third Space Learning had a big impact on the children’s confidence and willingness to try challenging questions.”

[/fusion_title][fusion_title hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=”” content_align=”left” size=”6″ font_size=”15″ line_height=”” letter_spacing=”” margin_top=”0″ margin_bottom=”0″ margin_top_mobile=”” margin_bottom_mobile=”” text_color=”#ffffff” style_type=”none” sep_color=””]

Andrew Knox, Merton Abbey Primary School, Wimbledon

[/fusion_title][/fusion_builder_column][/fusion_builder_row][/fusion_builder_container][fusion_builder_container hundred_percent=”no” hundred_percent_height=”no” hundred_percent_height_scroll=”no” hundred_percent_height_center_content=”yes” equal_height_columns=”no” menu_anchor=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” status=”published” publish_date=”” class=”” id=”” background_color=”” background_image=”” background_position=”center center” background_repeat=”no-repeat” fade=”no” background_parallax=”none” enable_mobile=”no” parallax_speed=”0.3″ video_mp4=”” video_webm=”” video_ogv=”” video_url=”” video_aspect_ratio=”16:9″ video_loop=”yes” video_mute=”yes” video_preview_image=”” border_size=”” border_color=”” border_style=”solid” admin_label=”Why confidence matters in maths, how to develop it and how TSL develops it” admin_toggled=”no”][fusion_builder_row][fusion_builder_column type=”1_1″ layout=”1_1″ spacing=”” center_content=”no” link=”” target=”_self” min_height=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=”” background_image_id=”” background_color=”” background_image=”” background_position=”left top” undefined=”” background_repeat=”no-repeat” hover_type=”none” border_size=”0″ border_color=”” border_style=”solid” border_position=”all” border_radius_top_left=”” border_radius_top_right=”” border_radius_bottom_left=”” border_radius_bottom_right=”” box_shadow=”no” box_shadow_vertical=”” box_shadow_horizontal=”” box_shadow_blur=”0″ box_shadow_spread=”0″ box_shadow_color=”” box_shadow_style=”” padding_top=”40″ padding_right=”” padding_bottom=”” padding_left=”” margin_top=”” margin_bottom=”” animation_type=”” animation_direction=”left” animation_speed=”0.3″ animation_offset=”” last=”no”][fusion_title hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=”” content_align=”left” size=”1″ font_size=”” line_height=”” letter_spacing=”” margin_top=”” margin_bottom=”20″ margin_top_mobile=”” margin_bottom_mobile=”” text_color=”” style_type=”none” sep_color=””]

The 2019 Maths SATs results: How well did schools do?

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The government have released the national data on the 2019 KS2 SATs results, and the headline from this year is that 79% of pupils achieved the expected standard in mathematics.

This means that over the last two years, the number of pupils reaching the expected standard in maths has increased from 75% in 2017, to 79% in 2019, but what does this say about this years papers?

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What did teachers think of the 2019 SATs?

The 2019 SATs brought with them a range of opinions from educators across the country, with the majority of teachers we asked telling us that whilst the Arithmetic Paper and second Reasoning Paper were as much the same as the previous years SATs, Reasoning Paper 1 was harder than its 2018 counterpart.

In addition to this, when asked how confident they were that the 2019 SATs papers would be a fair reflection of their pupils’ understanding of maths, over 530 teachers gave an average answer of just 5.5 out of 10 indicating that even after all of their hard work, the papers could still have proven problematic to some pupils.

The impact on SATs at schools using Third Space Learning

Since SATs we’ve been busy collecting feedback from the 700 schools we worked with In the run up to the 2019 tests. At these schools we provided 1-to-1 maths support to the pupils who needed it most through weekly online maths lessons from specialist maths tutors. Our tutors placed a firm focus on plugging the individual gaps in each and every one of the 6,312 pupils on our SATs programme, and this resulted in 91% of schools that used our one-to-one tuition in the run up to the SATs finding it to be very effective preparation for May.

In addition, from the schools we’ve spoken to so far this week it’s been great to hear that we’ve helped them to achieve an average of 78% of their target pupils reaching ARE. This has in turn contributed to these schools reaching an average of 80% of all pupils at or above Year 6 expectations – above the national average.

Using this feedback and the responses we had to our earlier survey on this year’s SATs we’ve identified some key focus areas for schools who are looking to improve their Key Stage 2 maths SATs results in 2020.

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Four of the best ways your school can prepare for the 2020 SATs

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1. Place a focus on reasoning and problem solving

When we asked over 500 teachers what they would do differently in the run up to next years SATs, a large number of them told us that they would do more work on both reasoning and problem solving. Both elements are crucial when it comes to the maths SATs papers, and without building foundations in reasoning and problem solving in the run up the tests in May, pupils can often get overwhelmed when SATs questions require these particular skills.

Due to the interactive nature of our online tuition platform, tutors can work through problems with pupils to help them develop an in-depth knowledge on the topic at hand, and develop reasoning skills as they work through the lessons.

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2. Work to build confidence amongst pupils

In our post-SATs survey we received feedback from many concerned teachers who told us that some of their pupils became upset by the level of difficulty of some of the questions in the 2019 maths SATs papers. This can be linked back to a lack of confidence in maths, and in the run up to the 2020 SATs schools should work towards equipping pupils with confidence and resilience to ensure that they can overcome any challenge that is placed in their way.

On top of the 130 hours of Initial Tutor Training (ITT) our tutors receive, they also get an additional 32 hours of Continuous Professional Development (CPD) each year, with a significant proportion of this time being dedicated to understanding how they can develop confidence through the 1-to-1 lessons.

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Booking open for 2019-20

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2019-20 DEADLINE APPROACHING: Confirm your school’s space by 19th July to start in September!

[/fusion_text][fusion_button link=”#bookdemo” text_transform=”none” title=”” target=”_self” link_attributes=”” alignment=”center” modal=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=”” color=”custom” button_gradient_top_color=”#ffffff” button_gradient_bottom_color=”#ffffff” button_gradient_top_color_hover=”#ffffff” button_gradient_bottom_color_hover=”#ffffff” accent_color=”#121d29″ accent_hover_color=”#121d29″ type=”” bevel_color=”” border_width=”” size=”” stretch=”default” shape=”pill” icon=”” icon_position=”left” icon_divider=”no” animation_type=”” animation_direction=”left” animation_speed=”0.3″ animation_offset=””]Request a quote[/fusion_button][/fusion_builder_column][/fusion_builder_row][/fusion_builder_container][fusion_builder_container admin_label=”Plug individual gaps” hundred_percent=”no” hundred_percent_height=”no” hundred_percent_height_scroll=”no” hundred_percent_height_center_content=”yes” equal_height_columns=”no” menu_anchor=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” status=”published” publish_date=”” class=”intervention_row4″ id=”” background_color=”” background_image=”” background_position=”center center” background_repeat=”no-repeat” fade=”no” background_parallax=”none” enable_mobile=”no” parallax_speed=”0.3″ video_mp4=”” video_webm=”” video_ogv=”” video_url=”” video_aspect_ratio=”16:9″ video_loop=”yes” video_mute=”yes” video_preview_image=”” border_size=”” border_color=”” border_style=”solid” margin_top=”” margin_bottom=”” padding_top=”40″ padding_right=”” padding_bottom=”” padding_left=”” admin_toggled=”no”][fusion_builder_row][fusion_builder_column type=”2_5″ layout=”2_5″ spacing=”” center_content=”no” link=”” target=”_self” min_height=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”intervention_row4_img” id=”” background_image_id=”” background_color=”” background_image=”” background_position=”left top” undefined=”” background_repeat=”no-repeat” hover_type=”none” border_size=”0″ border_color=”” border_style=”solid” border_position=”all” border_radius_top_left=”” border_radius_top_right=”” border_radius_bottom_left=”” border_radius_bottom_right=”” box_shadow=”no” box_shadow_vertical=”” box_shadow_horizontal=”” box_shadow_blur=”” box_shadow_spread=”” box_shadow_color=”” box_shadow_style=”” padding_top=”” padding_right=”20″ padding_bottom=”” padding_left=”” margin_top=”” margin_bottom=”” animation_type=”” animation_direction=”left” animation_speed=”0.3″ animation_offset=”” last=”no”][fusion_lightbox type=”” full_image=”https://thirdspacelearning.com/wp-content/uploads/2019/07/Resources_fluent_in_five_Y3_combo.png” video_url=”” thumbnail_image=”https://thirdspacelearning.com/wp-content/uploads/2019/07/Resources_fluent_in_five_Y3_combo.png” alt_text=”” description=”Having a school wide area of focus can have an impact on fluency and recall for students. ” class=”” id=””][/fusion_lightbox][/fusion_builder_column][fusion_builder_column type=”3_5″ layout=”3_5″ spacing=”” center_content=”no” link=”” target=”_self” min_height=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”intervention_row4_content” id=”” background_color=”” background_image=”” background_position=”left top” undefined=”” background_repeat=”no-repeat” hover_type=”none” border_size=”0″ border_color=”” border_style=”solid” border_position=”all” padding_top=”” padding_right=”” padding_bottom=”” padding_left=”” margin_top=”” margin_bottom=”” animation_type=”” animation_direction=”left” animation_speed=”0.3″ animation_offset=”” last=”no”][fusion_title hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”headtitle” id=”” content_align=”left” size=”3″ font_size=”” line_height=”” letter_spacing=”” margin_top=”” margin_bottom=”12px” margin_top_mobile=”” margin_bottom_mobile=”” text_color=”” style_type=”none” sep_color=””]

3. Identify school wide areas of focus

Many schools have told us they’ve had great success by focusing on particular areas of maths that they want to develop across all year groups. Some have implemented our daily arithmetic scheme, “Fluent in Five”, across Years 1 to 6 and seen it have a great impact on fluency and recall for all pupils, not just Year 6.

We strongly recommend choosing an area of maths to focus on across your whole school or multiple year groups. Choosing one or two focus areas makes it easier easier to support all teachers in implementing the new consistently across year groups and means you’ll see a long term impact on pupil confidence and attainment in maths as well as Year 6 SATs results.

If fluency is not your focus area, you can focus on our reasoning with our “Rapid Reasoning” scheme for Years 4-6, or developing mastery in whole class teaching with our “Ready-to-go lesson slides”, which will be available for all year groups including Year 1 and 2 from September, as part of our 1-to-1 interventions.

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4. Decide on a whole school approach to interventions

Key facts, procedural fluency and intelligent practice

Whilst the best approach to improving attainment and progress in maths is ensuring you’re providing quality first teaching, there will always be pupils who need additional support in working towards the expected standard; whether it’s pupils with significant gaps in prior knowledge, misconceptions in tricky topics or those with low confidence or maths anxiety. This is where having a consistent and reliable approach to your maths interventions becomes important. In a class of 30+ pupils, there is only so much one teacher can do, but with already high teacher workload and lack of resources, we know that providing additional 1-to-1 teaching can be a real stretch.

Third Space Learning offers a structured and personalised maths approach to maths intervention which enables schools to shift focus onto their target pupils at any point throughout the school year. This lets senior leadership teams make the best of their resources, whether that means focussing on gap plugging in autumn, consolidation in spring or getting ahead with early years in the summer.

We already have over 400 schools signed up to our 1-to-1 maths interventions from September 2019 and the remaining spaces are filling up fast. To start in September get in touch and confirm your place by 19th July!

More about Third Space Learning

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