Supporting Primary Pupils Through Statutory Assessments

It’s the time of year when our focus turns to primary statutory assessments again.  Whether your focus is the Phonics Screening Check, the Multiplication Tables Check or Key Stage 2 SATs, they can feel like a high‑stakes moment in your school year.

For pupils, they represent unfamiliar routines and the pressure of being “tested.”  For you, they bring the challenge of preparing your class academically while also safeguarding their wellbeing.

The assessments don’t have to be stressful milestones. With thoughtful planning, clear communication, and a focus on long‑term learning rather than short‑term performance, they can be opportunities for pupils to demonstrate what they know with confidence.

 

Statutory framework training

Here are my top five tips.

1 - Build assessment literacy early

Many times in the past, I tried not to mention the SATs to my Y6 class.  I was wrong!  Children cope better with assessments when they understand what they are, why they happen, and what to expect.

  • Normalise the language of assessment. Introduce terms like “check,” “quiz,” or “challenge” throughout the year so the statutory versions feel familiar rather than intimidating.
  • Demystify the process. Show pupils what the materials look like, model how to approach questions, and practise routines such as reading to an adult (Phonics) or answering timed questions (MTC).
  • Use low‑stakes practice. Regular, informal opportunities—mini quizzes, partner reading, mental maths games—build confidence without pressure.

The goal is to make the real assessment feel like “just another task we know how to do.”

My daughter taught me a lesson here!  After her first GCSE exam, I asked how it had gone, as you do.  She told me it was nothing - just the same as the ones she had done on our kitchen table.

2 - Prioritise high‑quality teaching over test preparation

We know that the strongest preparation for statutory assessments is consistent, well‑sequenced teaching.  Don’t give in to ‘hot housing’ at this point in the year.

For the Phonics Screening Check

  • Keep daily phonics sessions systematic and pacey.
  • Revisit tricky GPCs regularly.

For the Multiplication Tables Check

  • Embed multiplication facts in meaningful contexts before focusing on speed.
  • Use varied representations—arrays, number lines, manipulatives—to deepen understanding.
  • Practice entering answers in the same keyboard format as you will use for the check

For KS2 SATs

  • Teach the curriculum, not the test.
  • Test‑specific practice has its place, but it should never replace the broader curriculum that builds real mastery.

3 - Support emotional wellbeing throughout the process

Even confident pupils can feel anxious when assessments approach. Teachers play a crucial role in shaping the emotional climate.

  • Keep the tone calm and positive. Avoid language that frames assessments as “make or break.”
  • Focus on effort, not outcome. Celebrate progress, resilience, and strategies rather than scores.
  • Teach self‑regulation strategies. Breathing exercises, positive self‑talk, and movement breaks help children manage nerves.
  • Watch for signs of stress. Changes in behaviour, avoidance, or perfectionism may signal a child needs extra reassurance
  • Protect the joy of learning

Perhaps the most important principle: assessments should never overshadow the broader purpose of primary education.

Supporting pupils through statutory assessments is a delicate balance of academic preparation, emotional support, and professional judgement. I know staff in our schools already do this with skill and care every day. By keeping the focus on high‑quality teaching, wellbeing, and clear communication, we can help pupils approach these assessments with confidence and ensure the experience strengthens rather than narrows their learning journey.

A supportive environment helps pupils perform at their best and protects their long‑term relationship with learning.

4 - Communicate clearly with parents and carers

Families often feel as anxious as the children. Sometimes the families add the pressure that you don’t in school.  Clear, consistent communication helps everyone stay aligned.

  • Explain the purpose and format of each assessment
  • Share practical ways to help at home—reading together, practising number facts, encouraging good sleep routines.
  • Avoid sending home excessive test materials. This can increase pressure and widen gaps between families with different resources.
  • Reassure parents that assessments are one part of a much bigger picture of their child’s learning.

5 - Use assessment outcomes constructively

After the assessments, the focus should shift to learning, not labelling.

  • Analyse outcomes diagnostically. What do they reveal about gaps, strengths, or misconceptions?
  • Plan responsive teaching. Use the information to shape future interventions, groupings, or curriculum adjustments.
  • Share results sensitively. Celebrate achievements while framing next steps as part of ongoing learning.
  • Reflect on practice. Consider what worked well in preparation and what could be improved next year.

Join our online training session on Tuesday 12th May 2026 at 16:00 - 17:00. It is designed to support you when administering the multiplication tables check.

AND remember… if you have any questions about administering any of the primary assessments, please get in touch.

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Janice Gibson

School Improvement Officer
Teaching, Learning, Curriculum and Assessment
janice.gibson@northtyneside.gov.uk