KS2 SATs 2026: The Complete Parent Guide

• KS2 SATs are national assessments taken at the end of Year 6, typically in the second week of May
• Three subjects tested: English Reading, GPS (Grammar, Punctuation & Spelling), and Maths
• 6 papers across 4 days — total of 230 marks (Reading 50, GPS 70, Maths 110)
• Results reported as scaled scores from 80 to 120, where 100 = expected standard
• Writing is assessed by teachers, not by a SATs paper
• Results are not used for secondary school admissions — grammar schools use their own 11+ exams

What Are KS2 SATs?

KS2 SATs (formally called the National Curriculum assessments at Key Stage 2) are standardised tests administered by the Standards and Testing Agency (STA), part of the Department for Education. Every state-funded primary school in England is required to administer them.

The tests assess whether children have met the expected standard of the national curriculum by the end of Key Stage 2. They cover three subjects: English Reading, Grammar Punctuation and Spelling (GPS), and Mathematics. Writing is assessed separately by teachers using a framework set by the STA — there is no writing exam paper.

SATs results serve several purposes:

• They give parents a nationally benchmarked picture of where their child stands at the end of primary school
• Schools use them to measure pupil progress and are held accountable through published performance data
• Secondary schools receive the results and may use them for setting — grouping children by ability in certain subjects

Crucially, SATs are not entrance exams. They do not determine which secondary school a child attends. The pressure surrounding SATs is often disproportionate to their actual impact on a child's future — something worth keeping in perspective as a parent.

KS2 SATs 2026: Test Dates

KS2 SATs are held during the second full week of May each year. The STA typically confirms exact dates the preceding autumn via the GOV.UK STA page.

The expected 2026 timetable:

Dates are indicative. The STA confirms the exact schedule each autumn term. Check gov.uk/key-stage-2-tests for the official timetable.

There is no writing SATs paper. Writing has been teacher-assessed since 2012. Teachers evaluate children's writing against a framework published by the STA, using evidence collected throughout Year 6. The assessment categories are working towards the expected standard, working at the expected standard, and working at greater depth.

What Each Paper Tests

Understanding the format and weighting of each paper helps you target preparation effectively. Here is what each paper involves in detail.

English Reading — 60 minutes, 50 marks

Children receive a reading booklet containing three texts, typically a mix of fiction (a story extract or complete short story), non-fiction (an article, biography, or information text), and poetry or a play extract. They answer questions in a separate answer booklet.

The question types, defined by the national curriculum content domains, are:

• 2a — Retrieval (simplest): Find and copy a specific fact from the text. Example: “What colour was the door?”
• 2b — Inference (most common, ~40% of marks): Work out something not explicitly stated, using clues in the text. Example: “How do you know the character was nervous? Use evidence from the text.”
• 2d — Inference about meaning: Explain why an author chose a particular word or phrase. Example: “Why does the author describe the forest as ‘swallowing’ the path?”
• 2e — Prediction: What might happen next, based on evidence. Rare (typically 1–2 marks)
• 2f — Structure and organisation: How the text is arranged and why. Example: “Why did the author start a new paragraph here?”
• 2g — Language effect: Comment on the impact of language choices. Example: “The author uses the simile ‘as sharp as a blade.’ What does this tell the reader?”
• 2h — Comparison: Compare ideas across parts of the text or between texts (rare, usually 1–2 marks)

Time pressure is real. The reading paper is widely considered the most time-pressured KS2 SATs paper. Children have 60 minutes to read three texts and answer all questions. Many children struggle to finish — particularly if they spend too long on the first text. Practising reading speed alongside comprehension is essential.

Tip: Teach your child to skim-read the questions before reading each text. This focuses their reading and saves time. For inference questions, remind them to always quote evidence from the text — “because it says...”

GPS Paper 1 — Grammar and Punctuation — 45 minutes, 50 marks

This paper contains approximately 47–49 questions testing knowledge of English grammar, punctuation, and vocabulary. Questions include:

• Word classes: Identify nouns, verbs, adjectives, adverbs, prepositions, determiners, pronouns, conjunctions
• Sentence types: Statements, questions, commands, exclamations
• Verb forms: Past and present tense, progressive and perfect forms, subjunctive mood, modal verbs
• Punctuation: Apostrophes (possession and contraction), commas (lists, clauses, parenthesis), semicolons, colons, dashes, brackets, hyphens, inverted commas
• Sentence structure: Main and subordinate clauses, relative clauses, active and passive voice, expanded noun phrases
• Vocabulary: Prefixes, suffixes, synonyms, antonyms, word families

Question formats include multiple choice (circle/tick), underlining, inserting punctuation, rewriting sentences, and short written answers. No extended writing is required.

Tip: The GPS paper rewards precise terminology. Children need to know terms like “subordinate clause”, “relative pronoun”, and “modal verb” — not just be able to use them, but identify and name them.

GPS Paper 2 — Spelling — approx. 15 minutes, 20 marks

The teacher reads aloud 20 sentences, each with one missing word. Children listen and write the correct spelling in a gap on the answer sheet. The words are drawn from the Year 5 and 6 statutory spelling list and the spelling patterns taught across KS2.

Common patterns tested include:

• Words ending in -tion, -sion, -cious, -tious
• Silent letters: knight, doubt, pneumonia
• Homophones: their/there/they're, affect/effect, practise/practice
• The -ough letter string: though, through, thorough, thought
• Statutory list words: accommodate, environment, mischievous, conscience, prejudice

Tip: The statutory spelling list contains around 100 words. Practising 3–5 per day in context (writing them in sentences, not just rote copying) is far more effective than trying to cram them all at once.

Maths Paper 1 — Arithmetic — 30 minutes, 40 marks

This paper is pure calculation — 36 questions with no context, no word problems, and no calculator. It tests whether children can accurately and efficiently perform written methods.

The question types and their approximate mark distribution:

• Addition and subtraction (including numbers up to 7 digits): ~8 marks
• Multiplication (short and long multiplication): ~6 marks
• Division (short and long division): ~6 marks
• Fractions (add, subtract, multiply, divide, simplify, convert): ~8 marks
• Decimals and percentages: ~4 marks
• Order of operations (BODMAS): ~2 marks
• Missing number / inverse operations: ~4 marks

This is the most improvable paper. The arithmetic paper rewards consistent practice of written methods and times tables recall. Unlike inference or reasoning, arithmetic is largely mechanical — a child who practises the methods daily can see significant improvement in a relatively short time.

Tip: Common errors include misaligning columns in long multiplication, forgetting to “carry” in addition, and making mistakes with fraction denominators. Practise these methods slowly and accurately before building speed.

Maths Papers 2 & 3 — Reasoning — 40 minutes each, 35 marks each

The two reasoning papers test children's ability to apply mathematical knowledge in unfamiliar contexts. Questions involve word problems, multi-step problems, data interpretation, and mathematical explanations.

Topics commonly covered include:

• Number and place value: Ordering, rounding, negative numbers, Roman numerals
• Fractions, decimals, percentages: Equivalence, ordering, word problems involving fractions of amounts
• Ratio and proportion: Scaling recipes, map scales, unit rates
• Algebra: Finding unknown values, forming expressions, sequences
• Measurement: Converting units, perimeter, area, volume
• Geometry: Properties of shapes, angles, coordinates, reflection and translation
• Statistics: Reading and interpreting tables, bar charts, line graphs, pie charts

Common pitfalls in reasoning papers:

• Misreading multi-step questions — answering only part of what was asked
• Forgetting to include units (cm, kg, ml) in the answer
• Not showing working — partial marks are available for correct method even if the final answer is wrong
• Running out of time on later questions, which are worth more marks

Tip: Teach your child to underline the key words in every question and to check whether the question is asking for one thing or two. “How much change does she receive?” requires the child to calculate the total cost and then subtract from the amount paid — many children stop at the total cost.

Scaled Scores Explained

SATs results are reported as scaled scores rather than raw marks. This system accounts for slight variations in paper difficulty from year to year, making scores comparable across different years.

The scale runs from 80 to 120:

How the conversion works: Each year, after papers are marked, the STA sets a raw score threshold — the minimum raw mark needed to achieve a scaled score of 100. This threshold varies based on paper difficulty. For example, in a harder year the threshold might be 55% of raw marks, while in an easier year it could be 65%. This means parents cannot predict a scaled score from a raw mark until the official conversion table is published (usually in July alongside results).

Children who score below the minimum raw mark threshold receive a scaled score below 100, reported as “N” (has not met the expected standard) if below 80, or a specific score between 80 and 99.

Note: National performance statistics are published each year on Explore Education Statistics (DfE). The percentages above are approximate and based on published 2024 provisional data.

Do SATs Results Affect Secondary School?

This is one of the most common questions parents ask. The short answer: SATs do not determine which secondary school your child attends.

• State comprehensive schools allocate places based on admissions criteria (usually distance, siblings, catchment area) — SATs scores are not part of this
• Grammar schools / selective schools use their own entrance exams (the 11+), which are entirely separate from SATs and are usually taken in September or October of Year 6 — before SATs
• Faith schools use faith-based criteria and sometimes distance — again, not SATs

However, SATs results are not irrelevant. Secondary schools receive them and commonly use them to:

• Set children into ability groups for English and Maths (setting)
• Identify children who may need additional support or stretch in Year 7
• Set internal progress targets (secondary schools are measured partly on how much progress pupils make from their KS2 baseline)

So SATs matter — they provide a starting point for secondary school — but they are not a gatekeeper. No child is denied a school place because of their SATs results.

How to Prepare at Home: Evidence-Based Strategies

The most effective SATs preparation is consistent, low-intensity, and targeted. Research into learning and memory (particularly spaced repetition and the testing effect) consistently shows that short, frequent practice sessions outperform long, infrequent cramming sessions.

1. Keep sessions short — 15 to 20 minutes daily

A daily 15-minute practice session is worth far more than a two-hour session at the weekend. Spaced repetition — revisiting material at intervals — strengthens long-term memory more effectively than massed practice. The cognitive science on this is robust and has been replicated across many educational studies.

Practical suggestion: set a consistent daily time (after school or before dinner) and protect it. Short enough to avoid resistance, long enough to be meaningful.

2. Identify specific weak areas, then target them

Not all topics need equal attention. If your child is confident with addition and subtraction but struggles with fractions, spend the time on fractions. If inference questions in reading are consistently wrong, focus there.

Look for patterns in the mistakes your child makes. Common Year 6 weak spots include:

• Maths: Long division, fractions of amounts, converting between fractions/decimals/percentages, multi-step word problems
• Reading: Inference (explaining how they know, with evidence), language effect questions, time management
• GPS: Subjunctive mood, passive voice, semicolons and colons, relative clauses

3. Prioritise arithmetic — it is the most improvable

The arithmetic paper tests procedural fluency. Unlike reading comprehension or reasoning (which depend partly on broader knowledge and experience), arithmetic can be improved directly through practice. The methods are learnable, the patterns are predictable, and the marks are there for the taking.

Key areas to drill:

• Times tables to 12×12 — instant recall, not counting up
• Written long multiplication and long division
• Adding and subtracting fractions with different denominators
• Multiplying and dividing fractions (including by whole numbers)
• Finding percentages of amounts (10%, 25%, 1%, and combinations)

4. Read widely and often

The reading paper cannot be crammed. Children who read widely and regularly — fiction, non-fiction, poetry, newspapers, magazines — develop the vocabulary, fluency, and comprehension stamina that the paper demands. There is no shortcut to this.

Encourage your child to read for at least 20 minutes every day, including material they choose themselves. Reading aloud together (even in Year 6) helps with fluency and gives you the chance to discuss vocabulary and meaning naturally.

5. Use past papers — but strategically

Past papers (available free from the STA on GOV.UK) are valuable because they familiarise children with the exact question formats, timing, and wording they will encounter. Children who have seen the formats before feel calmer on the day.

However, past papers are best used as diagnostic tools — not just practice runs. After completing a paper, go through the answers together. Identify which content domains or topics caused the most errors, then focus practice on those areas.

Common Mistakes Parents Make

• Only practising maths: GPS and Reading carry 120 of the 230 total marks — more than maths. All three subjects need consistent attention
• Starting too late: Beginning in January of Year 6 means 4 months of preparation. Starting gentle revision in Year 5 or early autumn of Year 6 gives 6–9 months — enough to build real confidence
• Overloading weekends: A two-hour Saturday session feels punitive and is less effective than five 15-minute daily sessions covering the same material
• Focusing on quantity over quality: Completing 10 past papers without reviewing errors teaches a child nothing new. One paper, carefully analysed, is worth five rushed through
• Transmitting anxiety: Children absorb their parents' stress. If a parent treats SATs as high-stakes and stressful, the child will too. Keep your language calm and proportionate — these are important, but they are not life-defining
• Neglecting the spelling list: The GPS spelling paper is 20 free marks for children who learn the statutory word list. Many families overlook it

On the Day: What to Expect

SATs week can feel daunting, but schools work hard to make it as calm and normal as possible. Here is what typically happens:

• Tests are held in the normal classroom (not an exam hall) in most schools
• Children sit at their usual desks, often with dividers between them
• Schools often provide a special breakfast (sometimes called “SATs breakfast”) to settle nerves
• Tests are in the morning — afternoons are usually normal lessons or fun activities
• Children with SEND may receive access arrangements (extra time, a reader, a scribe, rest breaks) — your school's SENCo can advise on eligibility

The most helpful thing you can do as a parent on SATs morning:

After SATs: What Happens Next

Papers are collected by schools and sent to external markers. Results are returned to schools in early July and shared with parents before the end of the summer term, typically in the annual school report.

Your child's report will include:

• A scaled score for each of the three tested subjects (Reading, GPS, Maths)
• Whether they met the expected standard (scaled score of 100+) in each subject
• Whether they achieved a higher standard (scaled score of 110+)
• A teacher assessment for writing (working towards / at expected / at greater depth)
• A teacher assessment for science (met / not met the expected standard)

These results are shared with your child's secondary school. Many secondaries run their own assessments in the first weeks of Year 7 as well — so SATs are the starting point, not the final word.

After SATs, the rest of Year 6 is typically filled with school trips, transition activities, leavers' events, and the school production. It is a well-earned wind-down — let your child enjoy it.

Frequently Asked Questions