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Moderator Training Exercises: overview of modules

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Moderator Training Exercises: overview of modules

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This guidance has been produced to help schools and local authorities understand the statutory requirements for key stage 2 (KS2) teacher assessment (TA) for the 2023/24 academic year, under The Education (National Curriculum) (Key Stage 2 Assessment Arrangements) (England) Order 2003. It also provides non-statutory guidance to support both a rigorous and proportionate assessment processes.

We encourage schools and local authorities to sign up for assessment updates. This is where key information, such as dates and statutory requirements will be sent out by STA. You can sign up to ensure you receive these updates.

Local authorities should regularly review and update STA where a moderation manager or senior accountable manager's details change.

1.1 Who is this guidance for?

This guidance is for:

headteachers, teachers, school staff and governing bodies in maintained schools, academies, free schools and special schools, alternative provisions, Service Children's Education schools and participating independent schools

local authorities to support with queries and moderation delivery

1.2 Legal status

This document expands on section 8 of the KS2 assessment and reporting arrangements. It supports schools in making statutory TA judgements for pupils at the end of KS2, and schools and local authorities in undertaking statutory moderation of these judgements.

2. Changes for 2023/24

2.1 Academy compliance

This year local authorities and academies will have a longer window to put in place moderation agreements. STA have removed the checking and amendment window, and instead a list of academies will be provided to local authorities and they will be required to ensure that either, they have an agreement in place or have discussed with any academies who have nominated them but are yet to put an agreement in place. The statutory requirement is for local authorities to deliver moderation; therefore they must ensure that all academies within their geographic area have a moderation agreement in place with a local authority.

Academies must go on to the Primary Assessment Gateway (PAG) and notify STA if they are using a non-geographic local authority for KS2 monitoring and moderation. It is good practice for academies to inform their geographic local authority if they intend to use an alternative local authority.

These dates may be subject to change.

4. The purposes of assessment

4.1 Different forms of assessment

There are 3 main forms of assessment in schools:

A school's assessment policy forms the basis of a teacher's judgements about what pupils know and can do. This will provide the evidence needed for teachers to make statutory judgements against the TA frameworks. These judgements are designed only to report an outcome to the Department for Education (DfE) at the end of the key stage.

TA at the end of KS2 is statutory and helps teachers and parents understand what a pupil can do in relation to national expectations. It also enables the government to hold schools to account for the education they provide. However, pupils will have a wider range of knowledge and skills than those covered by statutory assessment. This may be evident through other forms of assessment that take place at school and should also be reported to parents.

Further information about the principles and purposes of assessment can be found in the final report of the Commission on Assessment Without Levels.

4.2 Data and teacher workload

Evidence to inform statutory TA should come from the teaching of core subjects and skills specified in the national curriculum. Teachers should not track or record evidence solely to show that pupils have achieved the statements within the frameworks. A school's assessment policy should outline when it is necessary to record assessment data. In developing their policies, schools should consider minimising teacher workload so that teachers can focus their efforts on teaching. When data needs to be recorded, this should follow the principles and practices outlined in eliminating unnecessary workload associated with data management.

5. Making teacher assessment judgements

5.1 Overview of teacher assessment

TA is based on a broad range of evidence from across the curriculum and knowledge of how a pupil has performed over time and in a variety of contexts. It is carried out as part of teaching and learning. Teachers must consider the pupil's written, practical and oral classwork.

Teachers may not be able to provide a full TA judgement for some pupils, for example, if they have recently arrived, within the maximum of the last 12 weeks from overseas or because of long periods of absence. Schools will still need to include these pupils when they submit their TA data, using a relevant code (see section 15).

5.2 What teachers must assess

Teachers must make their TA judgements using the:

TA framework in English writing and science - for pupils who have completed the KS2 programme of study and are working at the standard of national curriculum assessments

pre-key stage standards in English reading, English writing and mathematics - for pupils who are working below the standard of national curriculum assessments and are engaged in subject-specific study, or who have not completed the relevant programme of study

the engagement model if a pupil is working below the standard of national curriculum assessments and is not yet engaged in subject-specific study

This table shows which framework to use when making TA judgements, depending on the subject and standard at which the pupil is working. Exemplification materials are also available to help teachers make their judgements if additional guidance is needed.

Pupils working at the standard of the national curriculum assessments

TA frameworks

N/A

N/A

Yes

Yes

Pupils working below the standard of the national curriculum assessments and engaged in subject-specific study

Pre-KS2 standards

Yes

Yes

Yes

No pre-KS2 standards (HNM - has not met the expected standard)

For details of how to assess pupils working below the standard of national curriculum assessments and not yet engaged in subject-specific study, see section 5.7.

5.3 Teacher assessment frameworks

Teacher assessment frameworks contain 'pupil can' statements. Teachers should follow the guidance for each subject in the frameworks when making their judgements. Teachers should be confident that pupils have met the standards preceding the one at which they judge them to be working. However, they are not required to have specific evidence for the preceding standards. Pupils' work that demonstrates they are meeting a standard is sufficient to show they are working above the preceding standards.

Framework for English writing

The KS2 English writing framework contains 3 standards:

Pupils who have not completed the programme of study or who are not yet 'working towards the expected standard' should be assessed using the pre-key stage standards (see section 5.6).

Framework for science

The KS2 science framework contains one standard: working at the expected standard.

A pupil who has completed the programme of study will be judged as either 'working at the expected standard' or 'has not met the expected standard'.

5.4 'Pupil can' statements

'Pupil can' statements are performance indicators. They give a snapshot of a pupil's attainment at the end of the key stage. Each statement describes what a pupil working at that standard should be able to do. Teachers should follow the guidance for each framework to reach their judgement about whether a pupil has met a standard.

Qualifiers are used in some statements to indicate the extent to which pupils demonstrate the required knowledge or skill. Where qualifiers are used, they have consistent meaning:

Examples are also used in some of the statements to clarify the required knowledge or skill. They do not dictate the required evidence, but only show how that statement might be met. Teachers should refer to the national curriculum to exemplify the statements and can use exemplification materials to support them if they choose (see section 5.8).

5.5 Evidence

While the teacher's knowledge of pupils can help inform judgements, the judgements must be based on reliable and demonstrable evidence. This ensures that judgements are as objective as possible, and consistent between classes and schools.

Evidence should come from day-to-day work in the classroom and can be drawn from a variety of sources. The type of evidence may vary for different schools, classes and pupils. A pupil's workbook will often have all the evidence a teacher needs but evidence might also come from projects, assessment notes, classroom tests and assessments. The form of evidence supporting a teacher's judgement is entirely up to the teacher, providing it meets the requirements of the frameworks.

Teachers should avoid excessive evidence gathering.

The frameworks make it clear that:

a pupil's work in the subject being assessed may provide sufficient evidence to support the judgement, although evidence from other curriculum subjects may further support the framework being assessed

teachers will see multiple statements evidenced across a collection of work but sometimes a single piece of work can provide evidence for multiple statements, depending on the statement and the nature of the evidence

In English writing:

In science:

5.6 Pre-key stage standards

Pre-key stage standards must be used for statutory assessment of pupils at the end of KS2 who are working below the overall standard of national curriculum assessments and engaged in subject-specific study, as well as for pupils who are working below the standard of the national curriculum assessments because they:

have not completed the KS2 programmes of study but are still moving onto KS3 with their current year group (and are engaged in subject-specific study)

cannot communicate in English (and are engaged in subject-specific study)

The pre-key stage standards follow the same principles as the TA frameworks. They each contain 'pupil can' statements for teachers to assess against, providing evidence to show that pupils have met the standard they have been awarded. Teachers should follow the guidance for each subject in the pre-key stage standards when making their judgements.

The pre-KS2 standards for English reading, English writing and mathematics are:

standard 6 (working at the KS1 expected standard)

standard 5 (working towards the KS1 expected standard)

standard 4

standard 3

standard 2

standard 1

5.7 The engagement model

The engagement model is a TA tool formed of 5 areas of engagement: exploration, realisation, anticipation, persistence and initiation. Each of the 5 areas are interrelated. Schools are required to:

use the engagement model to assess pupils who are working below the standard of national curriculum assessments and not engaged in subject-specific study at the end of KS2

report to DfE which pupils have been assessed using the engagement model for KS2. This is so the DfE is aware of how many pupils are not engaged in subject specific study and where they are being educated. Schools are not required to submit any other data to DfE about the progress of these pupils

Schools should follow the published guidance for best practice on how to use the engagement model to support teachers and staff involved in assessing these pupils.

Schools have autonomy over how they implement the engagement model but should ensure that the assessments are conducted regularly throughout the academic year. This is so schools can demonstrate whether the pupil is able to sustain the new skills, concepts and knowledge over time, rather than reflecting a snapshot of one activity or observation.

5.8 Exemplification

Exemplification materials may assist teachers when they are using the statutory frameworks to make judgements. Teachers can use the materials to help make TA judgements or to validate judgements across the school. If teachers are confident in their judgements, there is no requirement for them to refer to the exemplification materials.

Exemplification materials only illustrate how 'pupil can' statements in the frameworks might be met. They do not dictate a particular method of teaching, or the evidence expected from the classroom, which will vary from school to school.

Local authorities may find it useful to refer to exemplification materials to support external moderation visits. The materials show what meeting the 'pupil can' statements might look like, but moderators should not expect or require teachers to provide specific evidence like the examples in these documents.

6. Assessing English writing

6.1 A more flexible approach

The approach to English writing TA is different from other subjects. This difference reflects the nature of the subject and that a degree of subjectivity is needed to assess it. Teachers are therefore given more flexibility in reaching a rounded judgement about a pupil's overall attainment in writing.

A teacher must still assess a pupil against all 'pupil can' statements within the standard at which they are judged to be working. A pupil's writing should meet all the statements within that standard (since they represent the key elements of English writing within the national curriculum). However, teachers can use their discretion to ensure that a 'particular weakness' does not prevent an accurate judgement of a pupil's overall attainment. If a pupil is judged to have a 'particular weakness', a teacher's professional judgement about whether the pupil has met the standard overall takes precedence over the need for the pupil to meet all 'pupil can' statements. This does not mean that a teacher's professional judgement takes precedence over that of a moderator. Teachers must be able to justify their decisions with evidence during moderation.

When a teacher deems that a pupil meets a standard despite a particular weakness, they must have good reason to judge that this is the most accurate standard to describe the pupil's overall attainment. The reason for this is likely to vary from pupil to pupil but, in all instances, teachers must be confident that the weakness is an exception in terms of the pupil's overall attainment.

A 'particular weakness' can relate to a part or the whole of a statement (or statements). Teachers should consider whether it prevents an accurate judgement from being made overall. A 'particular weakness' may relate to a learning difficulty, but it is not limited to this. Similarly, a learning difficulty does not automatically constitute a particular weakness that would prevent an accurate judgement. The same overall standard must be applied equally to all pupils. This approach applies to English writing only.

During moderation, the teacher should use the professional discussion to explain to the moderator where a 'particular weakness' has been applied to reach an accurate judgement of the pupil's overall attainment.

6.2 Independent writing

Teachers' judgements must only be based on writing that has been produced independently by the pupil.

Teachers should keep in mind that the national curriculum states writing can also be produced through discussion with the teacher and peers. A piece of independent writing may therefore provide evidence of a pupil demonstrating some 'pupil can' statements independently, but not others. For example, a pupil may produce an independent piece of writing that meets many of the statements relating to composition and the use of grammar but does not demonstrate independent spelling. This could be because the teacher has provided the pupil with domain-specific words or corrected their spelling.

Teachers may use success criteria in lessons to help them judge whether a pupil has met the objectives for a piece of writing and to help pupils understand what they have learnt. Using success criteria does not mean that a pupil's writing is not independent, providing they are limited to describing the task and the intended overall purpose and effect of the writing, rather than modelling or over-scaffolding the expected outcome. Furthermore, using detailed success criteria as a teaching tool for one aspect of writing could still provide independent evidence of other 'pupil can' statements which have not been mentioned.

Writing is likely to be independent if it:

Writing is not independent if it has been:

modelled or heavily scaffolded - as part of external moderation, local authority moderators can discuss where they find modelled or scaffold writing, and they may ask for further examples of pupil work to support the standard and judgement

copied or paraphrased, including producing work that demonstrates an over-reliance on a model text

edited or re-written because of direct intervention by a teacher or other adult - for example, when the pupil has been directed to change specific words for greater impact, where incorrect or omitted punctuation has been indicated, or when incorrectly spelt words have been identified by an adult for the pupil to correct

produced with the support of electronic aids that automatically provide correct spelling, synonyms, punctuation or predictive text. If the electronic aid is turned off, for example spell check in a word programme, this would be considered independent

supported by detailed success criteria that specifically direct pupils what to include, or where to include it, in their writing - such as directing them to include specific vocabulary, grammatical features or punctuation

Schools that subscribe to writing schemes or frameworks should ensure that pupils are given enough opportunities to produce independent pieces of writing in line with the guidance above. Also, schools should ensure that they are able to provide evidence that writing is independent and fulfils 'pupil can' statements.

6.3 Spelling

A pupil's standard in spelling should be evident throughout their writing. However, spelling tests can provide additional evidence of pupils' independent spelling.

When assessing pupils' writing, phonetically plausible but incorrect spellings should be regarded as errors unless the statement makes it explicit that they can be accepted.

The frameworks refer to the word lists within the spelling appendix to the national curriculum to exemplify words that pupils should be able to spell. At KS2, the lists for years 3, 4, 5 and 6 within the national curriculum are statutory. These are a mixture of words pupils frequently use in their writing and words they often spell incorrectly. As these form part of the curriculum, and should be assessed on an ongoing basis, they should generally be evident in pupils' writing. However, if pupils do not use any of the words from the statutory lists in their day-to-day writing, evidence from tests and exercises alone is sufficient.

Teachers should be mindful of the guidance detailed in section 5.3 when assessing spelling. They should be confident that pupils have met the standards preceding the one at which they judge them to be working. This includes ensuring pupils assessed as WTS meet the requirements at PK6.

6.4 Handwriting

A pupil's standard of handwriting should be evident throughout their writing. When assessing it, teachers should consider evidence from a pupil's independent writing to judge whether the statements have been met. Handwriting books or handwriting exercises can provide additional evidence, but these would not be sufficient on their own. Although computers and digital devices can be used, sufficient handwritten examples meeting the 'pupil can' statements should be available to support TA judgements.

Pupils who are physically unable to write may use a word processor. Pupils who are physically able to write may also choose to word process some of their writing or use another method of recording, where appropriate. However, when assessing a pupil's writing, teachers should still be mindful of the 'pupil can' statements relating to handwriting. When pupils are using a word processor, it is advised that the spelling and grammar check functions are disabled. The teacher can then verify that the pupil is able to meet the relevant 'pupil can' statements independently.

7. Assessing pupils with disabilities

Under the Equality Act 2010, a person has a disability if they have a physical or mental impairment that has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities. All schools are required to make reasonable adjustments for pupils with disabilities.

When teachers assess pupils against the 'pupil can' statements, they should base their judgements on what a pupil with a disability can do when reasonable adjustments are in place. For example, reducing anxiety by providing a quiet area or allowing more time to process instructions.

If a pupil has a disability that prevents them from demonstrating attainment in the way described in a 'pupil can' statement, their individual method of communication or learning is applicable. For example, using a visual phonics system for a pupil with a hearing impairment, or using a computer for a pupil with a visual impairment because they cannot read back their handwriting. Teachers should ensure that all pupils can demonstrate attainment with reasonable adjustments in place, but the standard of the assessment should not be compromised and must be met in an equivalent way.

If a pupil has a disability that physically prevents them from demonstrating a 'pupil can' statement altogether, even with reasonable adjustments in place, these statements can be excluded from the TA judgement. For example, handwriting if the pupil is physically restricted when writing, or phonics if a pupil is hearing impaired and unable to make use of a visual phonics system. Teachers should use their professional discretion in making such judgements for each pupil and be able to justify these during moderation.

8. Moderation

Moderation allows teachers to benchmark judgements, while ensuring consistent standards and reliable outcomes. In the context of TA, there are 2 forms of moderation.

Internal moderation is a non-statutory, but vital, process conducted in schools and, where possible, with other schools. Moderation should be a collaborative process undertaken throughout the academic year and normally with colleagues across key stages. This supports the quality assurance of TA judgements and provides an opportunity for professional development.

Local authorities conduct statutory external moderation of English writing outcomes. This is to validate judgements and ensure they are consistent with national standards (see section 9).

9. External moderation

9.1 External moderation of teacher assessment

External moderation is statutory. It gives confidence that schools' TA judgements are accurate and consistent with national standards, as specified in the TA frameworks and exemplification materials.

Local authorities will inform schools on, or after, Friday 17 May 2024 if they are going to receive an external moderation visit. Local authorities will carry out moderation visits from Monday 3 June 2024 to Friday 28 June 2024.

Headteachers and local authorities must refer to the guidance to ensure that the essential requirements are met and that robust moderation processes are followed.

External moderation is a collaborative process between the local authority's moderator and the school. It offers the opportunity to discuss judgements on pupils' performance against the requirements of the TA frameworks.

9.2 Local authorities

Local authorities are required, on behalf of the Secretary of State for Education, to validate a sample of KS2 TA judgements in English writing. External moderation is used to confirm that KS2 English writing TA judgements are accurate and consistent with national standards. This ensures that schools are assessing accurately, and the system is fair to all pupils.

Local authorities are required to externally moderate at least 25% of maintained schools, academies and participating independent schools that opt into local authorities external moderation provisions every 4 years. Local authorities must ensure all schools they are responsible for are moderated at least once every 4 years (excluding 2020 and 2021), or more frequently if required. Where an additional moderation visit takes place within the 4-year cycle, this visit will be counted as additional and should not impact the school's 4-yearly cycle. Local authorities should maintain a record of moderated schools to ensure this is met.

If the moderator does not meet with the teacher in person, they must satisfy themselves that the teacher's judgements are accurate and consistent with national standards. This means the moderator must be able to:

Local authorities not using a face-to-face model should be careful not to impose additional burdens on schools and must comply with UK General Data Protection Regulation (UK GDPR) when pupils' work is shared.

STA will send a list of academies who have indicated that they have a moderation agreement with the local authority, following receiving this list local authorities will be required to ensure they either have an agreement in place or have discussed with any academies who have nominated them but are yet to have an agreement in place. In exceptional circumstances, where a local authority and academy cannot get an agreement in place, the local authority should contact STA to update the record that the academy will be moderated by their geographic local authority. Local authorities are required to deliver moderation; therefore they must ensure that all academies within their geographic area have a moderation agreement in place with a local authority.

9.3 Academies (including free schools)

Academies must choose which local authority is responsible for external moderation of their KS2 TA.

They must have a written agreement in place with their chosen local authority and should inform STA on the PAG if they intend to use a non-geographic local authority, by Friday 12 January. If academies do not respond by the deadline, they will no longer be able to choose non-geographic local authorities and must put an agreement in place with their geographic local authority. This is a requirement and therefore STA will record academies without a non-geographic local authority agreement in place by this date as being moderated by the geographic local authority. It is good practice for academies to inform their geographic local authority if they intend to use an alternative local authority for moderation.

STA will send a list of academies to local authorities and the local authority will be required to ensure they either have an agreement in place or have discussed with any academies who have nominated them but are yet to have an agreement in place. Where an agreement cannot be put in place with a non-geographic local authority, the academy will be reverted to their geographic local authority. Local authorities are required to deliver moderation, therefore must ensure that all academies within their geographic area have a moderation agreement in place with a local authority.

If a school became an academy on, or after, 2 September 2023, they will be part of their geographic local authority's arrangements for external moderation of their TA in 2023/24 and cannot select an alternate local authority until the 2024/25 academic year.

Academies may be charged for this service and should ensure costs for all moderation activities, including potential re-moderation, are agreed with the moderating local authority or geographic local authority in advance. They must give the local authority the record and outcome of their most recent external moderation visit.

Funding for these activities is paid directly to the geographic local authority in the first year following conversion to an academy. Subsequent payments are made directly to the academy every 4 years.

9.4 Independent schools

Participating independent schools that wish to compare their KS2 TA in English writing with local or national data will need an agreement in place with their chosen local authority to undertake external moderation of TA and must report this information to STA on the PAG by Friday 8 December.

An independent school can only claim that its results are comparable with national or local results if it has taken part in the local authority external moderation process and has been moderated in the subsequent years of its participation. Participating independent schools must also follow the same STA guidance, quality assurance and processes as maintained schools and academies if they wish to make these comparisons. Where a moderation agreement is not in place KS2 data and results may be annulled.

9.5 Funding for external moderation

Each local authority receives direct funding from DfE for moderating maintained schools. Academies receive direct funding from DfE for KS2 statutory external moderation.

Local authorities should factor in the costs of re-moderation activities at the beginning of the year as part of the funding that they retain centrally for maintained schools. They should not place additional charges on schools for appeals or re-moderation of TA judgements.

Further information on retaining funding can be found in the pre-16 schools funding local authority guidance for 2023 to 2024. Further information about the provision of services and facilities by local authorities can be found in the schemes for financing schools.

9.6 Local agreements

External moderation arrangements that are communicated to schools by local authorities and lie outside the scope of this document are by local agreement only and must be clearly stated as non-statutory. Local agreements are in addition to, and do not replace, statutory guidance.

Local agreements should be drawn up in consultation with, and with the agreement of, all stakeholders and revised annually. A local agreement should be signed by both the local authority and school. Schools that do not want to enter into a local agreement can instead ask the local authority to revert to the statutory moderation arrangements. All schools with a local agreement should have a written copy of this agreement from the local authority.

Local authorities should not charge maintained schools an additional fee if they submit appeals following changes to judgements during an external moderation visit. These costs are included as part of funding paid to local authorities for statutory moderation activities.

For appeals submitted by academies and participating independent schools, these costs should be agreed as part of the initial agreement between the school and local authority.

9.7 Preparing for an external moderation visit

Moderation visits will take place between Monday 3 June 2024 and Friday 28 June 2024. They should not involve any teachers working outside normal school hours.

Local authorities

Local authorities must tell schools on or after Friday 17 May 2024 if they are going to be moderated. Local authorities must give at least 2 school days' notice of an external moderation visit and let the school know who will be attending. In most cases, STA would expect only one local authority moderator per visit. However, if the school has a large cohort, the local authority moderator is being quality assured or the visit forms part of moderator induction, there may be additional local authority moderators conducting the visit. The school must be made aware of this in advance.

STA does not require local authorities to ask schools for pupil data in advance of an external moderation visit. During the visit, we would expect details of pupils within the cohort to be provided, categorised by the standard awarded.

Local authorities must:

confirm arrangements with schools including the process, date and location (if held at a venue other than the school)

ensure that, if external moderation takes place at a venue other than the school or is not conducted face-to-face, all statutory requirements for a school visit are in place

conduct any school visits in accordance with government advice and [UK Health Security Agency] guidance

ensure that any additional local authority arrangements are communicated as non-statutory, in the form of a written local agreement

ensure that the school is aware of the appeals process

Schools

The best way for a school to prepare for an external moderation visit is to have robust internal assessment processes. These should be based on teachers' understanding of the TA frameworks and collaboration with other schools, where possible.

Schools must ensure that:

judgements against the TA frameworks for the cohort are available for external moderation categorised by standard, and should also subject them to internal moderation prior to a local authority external moderation visit

evidence of pupils' work is available for external moderation, to demonstrate attainment of the 'pupil can' statements at the standard the pupil has been judged to have met - this should be in the form of day-to-day work

9.8 During an external moderation visit

The local authority moderator will review work from a representative sample of pupils from the cohort. The sample chosen by the local authority must include a selection of pupils assessed at all standards within the TA frameworks. This does not include pupils working within the pre-key stage standards, or pupils assessed using the engagement model.

Local authorities

Local authority moderators must:

ensure that all individuals present at the external moderation visit are aware of each other's roles and responsibilities, especially when more than one local authority moderator is present

ensure that a clear timetable is agreed before the visit, including when teachers are required and when they can be released

select an initial representative sample of 15% of pupils from across the cohort or, in the case of a single class, a minimum of 5 pupils per subject (this applies to pupils working above pre-key stage standards). Where a school has a cohort of less than this minimum the local authority should moderate all pupils in the cohort to ensure the school receives moderation as per the required moderation cycle

review evidence for each pupil in the sample against the 'pupil can' statements from the TA frameworks within the standard they have met

not dictate what schools' evidence should look like or how it is presented - in particular, local authorities should not expect portfolios or checklists of evidence

hold a professional discussion with Year 6 teachers to understand how the TA judgements have been reached and to discuss any gaps in evidence against the TA frameworks

provide the opportunity for Year 6 teachers to articulate their understanding of the standards as set out in the TA frameworks

be satisfied that pupils' work is independent by using the criteria in sections 5 and 6 - if a pupil has received additional support, this should be clarified by the school

ensure they refer the school to the local authority's appeals process if any judgements have been amended

Local authorities may refer to the KS2 exemplification materials if further guidance is required when reviewing evidence. If the evidence from pupils' work is not sufficient to support the teachers' judgements, the local authority moderator will request to see other examples and, potentially, will expand the sample. Following this, if the lack of evidence to support TA judgements is systematic, the local authority moderator must report this to STA's maladministration team.

Schools

Schools must:

ensure that local authority moderators have a quiet area to conduct the external moderation visit

meet requests from local authority moderators for samples of pupils' day-to-day classwork or any other information reasonably required

ensure that evidence demonstrates each of the 'pupil can' statements within the standard at which pupils have been judged

ensure that Year 6 teachers are released for all or part of the visit for a professional discussion of the evidence presented

encourage teachers to draw upon examples of pupils' work from across the curriculum to support their judgements, although work in the subject being assessed alone may produce the depth of evidence required

identify independent work, and clarify the degree of support a pupil has received

9.9 The professional discussion

To confirm that a pupil within the sample has met the specified standards within the TA frameworks, the local authority moderator must review the pupil's work and hold a professional discussion with the Year 6 teacher. This professional discussion is essential and should be central to the process. It should be a positive discussion, allowing teachers to talk through their judgements, using evidence to support their decisions and to articulate their understanding of the standards. It should provide a shared understanding of how judgements have been reached and the opportunity to discuss any gaps in evidence against the TA frameworks.

The pupil's work must show that they consistently demonstrate attainment in line with the wording of the 'pupil can' statements within the standard they have met, taking account of any qualifiers. This does not mean that the pupil must demonstrate the 'pupil can' statement all the time. Pupils are likely to have improved over the course of the year and may make occasional mistakes with something the teacher knows they are secure in.

While teachers must assess their pupils against all aspects of the English writing frameworks, they can exercise professional judgement to determine that a pupil has met a standard overall. When a teacher deems that a pupil meets a standard in English writing, despite a particular weakness, the moderator should scrutinise whether there was good reason to reach this judgement. This simply means that, through a professional discussion, it is clear that the pupil's weakness is an exception to their overall attainment, and that the standard at which they are being judged has been convincingly met.

10. Re-moderation

Re-moderation only applies where pupils have the potential to meet the next standard before the deadline for data submission. It is not a method of further moderation to avoid appeals, nor is it part of the appeals process. At the time of the external moderation visit, there may be pupils who have not yet demonstrated a small number of the 'pupil can' statements for the next standard and have the potential to meet it. If the school and the local authority moderator agree that these pupils will be able to consistently demonstrate the relevant knowledge or skills after the external moderation visit, but before the deadline for TA data submission of Friday 28 June 2024, then re-moderation can be undertaken. The local authority record of the visit should clearly set out the next steps for these pupils.

If a school's TA judgements are accepted in full by the local authority moderator, any pupils who the school and the moderator agree will be re-moderated can have evidence internally moderated by the school without the need for a local authority review of evidence. This also applies to pupils outside of the representative sample (see section 12).

If the school's TA judgements are not fully accepted by the local authority moderator, any pupils who the school and the local authority moderator agree will be re-moderated, must have evidence reviewed by the local authority before submission of the TA data. This also applies to pupils outside of the representative sample (see section 12).

Re-moderation dates need to be planned in advance by local authorities. Most moderators are teachers who may need to be involved in re-moderation. Schools need to be aware of the dates so they can make plans if teachers need to be out of school.

11. End of an external moderation visit

Local authority moderators must provide the school with the local authorities completed record of the visit, which includes:

formal feedback to the headteacher or a representative of the senior leadership team

the agreed, validated judgements for all moderated pupils

any revised judgements, if the local authority moderator deemed that evidence for the standard a pupil was judged to have met was insufficient, including the implications for similar judgements made for pupils outside the sample

any revised judgements, if the local authority moderator considered the pupil to be working at a higher standard, including the implications for similar judgements made for pupils outside the sample

any decisions that the school intends to appeal

any concerns that require further action by the school or local authority, such as a re-moderation

details of next steps for any pupils the school and local authority agreed have the potential to meet the next standard before the TA data submission deadline and will be re-moderated

where school submitted TA data does not match agreed judgments, local authorities should consider the impact of this and the steps they have taken to resolve. Where local authorities believe maladministration may have occurred, they should raise this with the maladministration team for review

The record of the visit must be signed by the headteacher (or representative) and the local authority moderator. At the end of the moderation visit, schools must:

ensure that the headteacher or representative is available to meet with the local authority moderator to receive formal feedback and to sign the written record of the visit

ensure that any changes to TA judgements because of an external moderation visit are accurately reflected in their submitted TA data. This includes where local authorities have requested amendments to TA judgments; schools must ensure these amendments are represented within final submitted TA data.

12. Pupils outside the moderation sample

When moderating, the focus is on pupils who are part of the representative sample. The sample is indicative of the rest of the cohort's judgements. Moderation is about ensuring the accuracy of the teacher's judgements and understanding of the standards. Therefore, judgements made for the pupils in the moderation sample will always have implications for similar judgements made for pupils outside that sample.

Where issues are identified in application of the standards, the moderator will make changes to the standards awarded to the pupils in the sample. The moderator and teacher will need to expand the sample to discuss, but not necessarily review in detail, the evidence for any similar pupils in the cohort.

Any potential changes to judgements between the moderation visit and the TA data submission (including re-moderation as outlined in section 10), must be noted on the local authority record of visit. Recording of pupil identifiable data should be considered and minimised taking into account UK GDPR without impacting local authority ability to track judgment review or changes.

The process for undertaking the external moderation visit, including addressing any disagreement about the standards awarded, should be clearly defined before the visit. Where consensus on the accuracy of assessments cannot be reached, each local authority must have appeal arrangements for schools which, after escalation within the local authority, includes a second external moderation visit or review by a different local authority.

Local authorities must:

Schools must:

provide evidence to the local authority to support any appeal before it is processed - the evidence can only be based on pupil's work seen by the local authority moderator during the external moderation visit

14. Data submission

14.1 Overview

Maintained schools, academies, special schools and participating independent schools must submit TA data for all pupils at the end of KS2 (including pre-key stage and the engagement model) by Friday 28 June 2024.

Schools must:

submit accurate TA data on the PAG by Friday 28 June 2024 unless their local authority has agreed to submit on their behalf

not submit their data until after the external moderation visit has taken place (if selected)

only re-submit where you have previously successfully submitted data after Friday 28 June 2024 when required to do so by STA or the local authority - if authorisation is not provided, inform STA's maladministration team

A school's submission must include TA data for every pupil:

registered by the school to take a KS2 national curriculum test (even if they did not subsequently take the test)

registered as working below the overall standard of the tests

Local authorities must:

have a defined data validation process, using local intelligence to investigate any unexpected patterns of attainment

have a process which ensures that all pupil evidence provided for re-moderation is reviewed by the local authority and that only the local authority can confirm the final TA judgement for that pupil

have a process to analyse submitted TA data to check that it matches external moderation decisions - this should be in partnership with any nominated non-geographic local authority (this process is not to be used if the school is allowed to re-moderate without local authority review)

not shorten the moderation window by requesting TA data prior to midday on Thursday 20 June 2024

escalate any concerns about the integrity of the assessment to STA's maladministration team

submit TA data on the PAG by Friday 28 June 2024 if they are submitting on behalf of their schools

Academies

Academies must report TA in line with the arrangements in their funding agreements.

Independent schools and non-maintained special schools

Independent schools that wish to publish and compare their national curriculum assessment results with local or national data, and non-maintained special schools participating in the assessment and reporting arrangements, should submit TA on the PAG.

For further key dates please see section 3 of the KS2 Assessment and Reporting Arrangements guidance.

14.2 Pupils who change schools

If a pupil changes school:

If a pupil arrives during test week from a non-participating school or having been electively home educated (EHE), the receiving school must submit the TA data for them. If the pupil arrives after test week, they can no longer be registered for the tests, so data will not be expected.

14.3 How teacher assessment data will be used

Teacher assessment data will be used to calculate KS2 school performance measures for academic year 2023/24. The DfE intends to publish the normal suite of KS2 accountability measures at school level in performance tables, as far as this is possible. As primary tests and assessments were cancelled in academic years 2019/20 and 2020/21 due to COVID-19 disruption, there will be no relevant KS1 data which is required to calculate primary progress measures for 2023/24 and 2024/25. Given the lack of a statistically robust alternative baseline to calculate primary progress measures, we will not be producing or publishing primary progress measures for 2023/24 and 2024/25, and instead will only publish the usual attainment measures for these years. Further information can be found in the primary school accountability guidance.

KS2 school performance data for 2023/24 will be shared securely with primary schools, academy trusts and local authorities for school improvement purposes, and with Ofsted to inform inspection.

15. Teacher assessment codes

Schools must assess all pupils in English writing and science, providing a valid code for them. Schools must also assess pupils in English reading and mathematics where they are below the standard of the national curriculum assessments and provide a valid code for them.

The codes that should be used when submitting data are as follows:

Key stage 2

Pupils working at the standard of the national curriculum assessment

Pupils working below the standard of the national curriculum assessments and engaged in subject-specific study

Pupils working below the standard of the national curriculum assessments and not yet engaged in subject-specific study

Other codes

The table below includes a description of each code:

16. Local authority management of the external moderation process

16.1 Local authority responsibilities

Local authorities must:

be accountable to STA (on behalf of the Secretary of State for Education) for delivery of their statutory duties in relation to external moderation of KS2 English writing TA

have a named, accountable local authority officer who is strategically responsible for planning, implementing and quality assuring external moderation of KS2 English writing TA

provide STA with the contact details of the accountable officer and external moderation manager and make sure STA is updated with any changes via survey response (if the roles are held by the same individual, details of a senior local authority manager or director must be provided to STA)

have a full internal plan that details how the local authority will deliver its statutory duties for external moderation of KS2 English writing TA - the plan must address any previously identified areas for development (either through a lesson learned process or from an external moderation visit)

base their sample of schools for external moderation on their own local intelligence

Although local authorities should be mindful of schools being selected repeatedly and a 4 year cycle should be in place. However more often external moderation may take place due to:

Local authorities must also:

16.2 Recruitment of local authority moderators

Local authorities must recruit an external moderation team with appropriate and recent experience of KS2 English writing. They must also train, and quality assure moderators so that external moderation is delivered consistently and accurately against the standards within the TA frameworks. Moderation visits must be conducted impartially, and any conflicts of interest must be managed.

All local authority moderators must:

be qualified teachers, with recent and relevant experience of KS2 English writing assessment and internal or external moderation

successfully complete STA standardisation process for moderation of KS2 English writing

They must also be able to:

16.3 Standardisation and approval to moderate for local authorities

Standardisation exercises are used to gain STA approval to moderate and are undertaken annually. Moderators must successfully complete a standardisation exercise to be added to the list of approved moderators for this year.

The local authority must ensure it has a robust recruitment, training and quality assurance process to support all moderators. The training materials produced by STA are extensive, and local authorities should use them in a way that best suits their training needs.

Standardisation will be delivered across three exercises; moderators must pass one of these exercises and may only have two attempts within the three exercises. All exercises will be open to pool moderators and moderation managers/lead moderators.

When completing a standardisation exercise, moderators should not assume that the exercise includes one collection from each of the standards. Instead, each collection should be judged individually. Local authorities will be required to send details of successful and unsuccessful moderator data to STA after each exercise window. Local authorities should maintain a list of all successful moderators and share these details with STA when requested. Local authorities must ensure moderators only have a maximum of two attempts across the three exercise windows.

Local authorities must ensure they recruit an adequate number of moderators to meet their external moderation requirements. In doing so, they should consider the pass rates of moderators and have a contingency plan in place to account for the average exercise failure rates observed in previous years. Training materials will be available on the PAG for self-guided learning from Monday 2 October 2023. Additionally, training videos are available on the STA YouTube playlist. There will be no face-to-face training events.

The training materials will stay on the PAG, with further materials being added in the 2023/24 academic year. The 2018/19, 2019/20, 2021/22 and 2022/23 standardisation training materials will also be available on the PAG for use if required. The training can be downloaded and delivered by the local authority or used as self-guided learning by local authority moderators.

Please refer to the teacher assessment moderation: standardisation and training process for further details.

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Key stage 2 teacher assessment guidance 2024

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This guidance has been produced to help schools and local authorities understand the statutory requirements for key stage 2 (KS2) teacher assessment (TA) for the 2023/24 academic year, under The Education (National Curriculum) (Key Stage 2 Assessment Arrangements) (England) Order 2003. It also provides non-statutory guidance to support both a rigorous and proportionate assessment processes.

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2025 key stage 2 assessment and reporting arrangements

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This guidance sets out the statutory requirements for key stage 2 (KS2) national curriculum assessment and reporting for the academic year 2024 to 2025. It is produced by the Standards and Testing Agency (STA), an executive agency of the Department for Education (DfE) and is relevant until the end of the academic year 2024 to 2025.

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Key stage 2 tests: monitoring visits guidance

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This guidance is for local authorities undertaking monitoring visits for the key stage 2 (KS2) national curriculum tests. It also contains instructions for completing the KS2 monitoring visit form.

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This guidance details the access arrangements available for pupils participating in the key stage 2 (KS2) national curriculum tests.

Pupils with specific needs may require additional arrangements so they can take part in the KS2 tests. Access arrangements are adjustments that can be put in place to support those pupils. Headteachers and teachers must decide whether any of their pupils will need access arrangements before they administer the tests.

Schools must make an application to the Standards and Testing Agency (STA) to request permission in advance for some arrangements (see section 2). Some arrangements do not require permission, but schools must notify STA of their use during the test administration period (see section 6). Other arrangements may be used without prior approval, or the need to notify STA, provided they reflect normal classroom practice (see section 10).

Schools should make their applications or submit notifications for access arrangements as early as possible within the application or notification window. Requests to make applications or notifications after the deadline has passed cannot be guaranteed and will only be accepted in the most exceptional circumstances - for example, where a pupil's needs have significantly changed after the application deadline, or a pupil joins the school after the application deadline.

1. Overview of access arrangements

Access arrangements must never advantage the pupil. Any support should be based primarily on normal classroom practice. Support must not change the test questions and the pupil's answers must be their own.

It may be helpful to use previous KS2 papers with pupils before administering the tests. This will enable schools to identify whether pupils need additional support or adaptations to the test materials or their administration.

Access arrangements may be appropriate for pupils:

with an education, health and care (EHC) plan

for whom provision is being made in school using the SEN Support system

whose learning difficulty or disability significantly affects their ability to access the tests

who have behavioural, emotional or social difficulties

Access arrangements may also be used to support pupils' specific needs with:

difficulty reading

difficulty writing

difficulty concentrating

difficulty processing information

a hearing impairment

a visual impairment

English as an additional language

Due to the diversity of pupils' needs, this guidance does not list every circumstance where it may be appropriate to use access arrangements.

There will be some limited circumstances in which a pupil cannot access a test even with appropriate access arrangements - for example, screen readers cannot be used in the English reading test. If a pupil would not be able to access the test using other arrangements, they should not take the test. In this case, the pupil will still need to be registered for the test and then later recorded as 'Unable to access' (U) on the test attendance register (see section 5.3 of the KS2 assessment and reporting arrangements (ARA) for further information).

Pupils should only take tests if they are in a fit physical and mental state.

Adults administering tests to pupils who need access arrangements must not be a relative, carer or guardian of the pupil.

Adults providing access arrangement support in the tests (scribes, readers, translators or transcribes), must not be a relative, carer or guardian of the pupil.

Schools can contact STA for further advice using the 'Message us - access arrangements' form on the Primary Assessment Gateway (PAG).

Evidence

During a monitoring visit, local authorities may ask to see evidence that any support provided to pupils in the tests is regularly provided as part of normal classroom practice.

Schools must ensure they have documentation available to demonstrate that a pupil is eligible for access arrangements. Evidence will vary according to the type of support and may include:

Maladministration

Schools could be subject to a maladministration investigation if they fail to use access arrangements appropriately.

This includes:

During a maladministration investigation, STA may ask to see evidence that any support provided to pupils in the tests is regularly provided as part of normal classroom practice.

A maladministration investigation may lead to the pupil's result being amended or annulled.

2. Arrangements requiring an application

Schools must apply to STA in advance for permission to use the following access arrangements:

In some instances, STA may request further information before providing the outcome of an application. Schools must await the outcome of their application before taking any further related action.

Schools must submit application forms in the 'Available activity' section of the PAG.

The form to make applications for additional time will be available from Monday 10 February to Thursday 17 April 2025.

The form to make applications for early opening will be available from Monday 10 February to Friday 7 March 2025.

The form to make applications for compensatory marks for spelling will be available from Monday 10 February to Thursday 17 April 2025.

STA will only consider applications after the deadlines in exceptional circumstances. Examples of these include, but are not limited to, where a pupil's needs have significantly changed after the application deadline, or a pupil joins the school after the application deadline. In such cases, schools should contact STA to discuss the pupil's requirements, using the 'Message us - access arrangements' form on the PAG. If there are no exceptional circumstances for the request, it will be rejected - for example, human error (including forgetting to apply), last minute connectivity or IT issues, or staff absences.

We suggest schools have more than one delegated member of school staff registered as a PAG user. This will ensure that applications and notifications are not the sole responsibility of one individual, reducing the impact of staff absence or shortages.

If any access arrangements are likely to disturb or aid other pupils, schools should consider making arrangements for pupils to complete the test separately.

Do not send copies of application forms or any other correspondence with the test scripts, as this will slow down the marking process.

3. Additional time

Pupils automatically qualify for:

up to 25% additional time in all of the tests, if they have an EHC plan in place

up to 100% additional time in all of the tests, if they use the modified large print (MLP) or braille versions of the tests

Schools do not need to complete an application for these pupils.

Pupils who are automatically allowed additional time may also use other access arrangements if this reflects normal classroom practice. If a pupil is supported with other access arrangements in the tests, schools should follow the usual application or notification process for their use.

Additional time to complete the tests may be appropriate for other pupils who:

require additional time under test conditions to properly demonstrate their knowledge and understanding; this may include pupils who are unable to work at the same speed as their peers due to a specific need

are waiting for confirmation of an EHC plan

These pupils do not automatically qualify for additional time, so schools should make an application for additional time in these circumstances.

Schools should consider whether supervised rest breaks during the tests would be more beneficial to pupils than additional time (see section 13). Rest breaks can be used together with additional time to prevent pupils suffering from fatigue.

Local authorities do not make decisions about applications for additional time, although they can view schools' completed applications.

Applying for additional time - Monday 10 February to Thursday 17 April

A teacher with an understanding of the pupil's needs should make the application. Reports from educational psychologists or other education professionals are not required. This is because pupils who do not hold a report may still be eligible for additional time. Where a report is already in place, the teacher can use it to inform their responses about the pupil.

Schools will need to respond to each of the following 7 questions about the pupil. These questions draw on the teacher's assessment of the pupil's abilities or needs and do not relate to a specific diagnosis or condition. Schools should think carefully about the questions and how they relate to the pupil and must have evidence to justify their responses to the application questions in case they receive a monitoring visit or maladministration investigation.

Can the pupil understand and respond appropriately to a simple request or instruction given in English, without being prompted or aided by an interpreter or translator?

Does the pupil have a hearing impairment that prevents them from being able to respond appropriately to a simple question or instruction given in English, without being prompted or aided by a communicator, sign language interpreter or having to lip-read?

Does the pupil need braille and/or enlarged print in order to read and understand text?

Can the pupil focus on a task, which requires them to work independently and without interruption, for at least 15 minutes without being prompted to stay on task?

Is the pupil prevented from being able to write independently at a speed of more than 10 words per minute by a physical, motor skill or learning disability?

Can the pupil read age-appropriate texts aloud and fluently without making errors, or with very few errors?

Does the pupil have difficulty processing information, which prevents them from being able to answer questions on practice key stage 2 tests, even when they are allowed to refer back to the questions?

Based on the responses to the questions in the application, STA may decide the pupil qualifies for up to 25% additional time. However, a pupil may also be allowed the use of an aid as outlined in the application outcome - for example, a pupil who has difficulty reading and difficulty writing could use a scribe for writing and still qualify for up to 25% additional time if they are reading independently. If the pupil was supported by a scribe, a 'Notification of aid' form would need to be completed for its use in the tests (see section 6).

Allowing a pupil additional time in the tests without authorisation from STA may lead to a maladministration investigation.

Once submitted, applications for additional time cannot be amended or deleted. If you make a mistake, you will have to reapply. If you reapply, you will need to explain why there are multiple applications and which is the correct one if you receive a monitoring visit. Please note the error on your school copy of the correct application form. If you require any further information, please contact the national curriculum assessments helpline on 0300 303 3013.

Schools will receive the outcome of their application directly after submitting the form. The outcome will confirm whether the pupil is eligible for additional time or whether the school could consider alternative access arrangements.

To ensure any potential mistakes are identified before the application deadline, STA suggests that schools check each application form and application outcome letter following submission. Any applications where mistakes have been made cannot be re-submitted after the deadline.

There is a step-by-step video tutorial on how to make an application for additional time:
YouTube video: How to make an application for additional time
4. Early opening to adapt a test paper

Before making the decision to adapt test materials, schools should consider whether modified tests provided by STA would meet the needs of the pupil (see section 20).

Modified tests are primarily designed for pupils with visual impairments, although they may be suitable for pupils with other needs.

Schools may open test papers up to one hour before a test is due to start, to make adaptions or preparations, without seeking permission from STA. This flexibility is designed to help schools that need to:

Schools do not need to make applications for early opening for subject-specific guidance and models, which are provided with the MLP and braille tests.

Schools are responsible for ensuring that any adaptations to the tests are made correctly. Specific guidance will be provided in the 'Test administration instructions' supplied with the tests. STA will not compensate or give special consideration where test papers have been incorrectly modified.

Opening test papers earlier than the date specified in the statutory test timetable, or earlier than your approved early opening application by STA, may lead to a maladministration investigation.

Applying for early opening - Monday 10 February to Friday 7 March

If you need to open test papers (including modified test papers) more than one hour early to make complex adaptations, you must have an approved application for early opening. If you are planning to make the same adaptations for more than one pupil, and you require the same amount of time, you can include multiple pupils on the same application form.

STA will only allow schools to open standard test materials more than one school day before the scheduled test date, or modified materials more than 2 school days before the scheduled test date, in exceptional circumstances.

If the adaptation required to support your pupil can be completed in the hour before you are due administer a test, then you do not need to make an application for early opening.

Appropriate reasons for an application include:

The headteacher is responsible for ensuring the integrity, security and confidentiality of test materials. Only the headteacher, or the person making adaptations, should have access to test papers that have been opened early.

If a school submits an application for early opening for all test papers, requesting one school day early opening, and the application is approved, it would mean:

English grammar, punctuation and spelling papers 1 and 2 could be opened on Friday 9 May

the English reading paper could be opened on Monday 12 May

mathematics papers 1 and 2 could be opened on Tuesday 13 May

mathematics paper 3 could be opened on Wednesday 14 May

If your school is adapting test papers, please ensure they are sent for marking in the green panelled inner bag for modified test scripts.

There is a step-by-step video tutorial on how to make an application for early opening:
YouTube video: How to make an application for early opening
5. Compensatory marks for spelling

Pupils with a profound hearing impairment and who do not lip read or use a signing system, or can only use fingerspelling signing, may not be able to access the spelling paper of the English grammar, punctuation and spelling test even with the full range of access arrangements.

Raw scores from both English grammar, punctuation and spelling papers are needed to give an overall scaled score. Awarding compensatory marks allows these pupils to receive an overall test outcome for the English grammar, punctuation and spelling test. Compensatory marks are based on the average raw score achieved by pupils who take the test.

Applying for compensatory marks - Monday 10 February to Thursday 17 April

When applying, you must confirm that the pupil:

has a profound hearing impairment and is unable to access Paper 2: spelling

will take Paper 1: questions

If the application is approved, the pupil should be marked absent (A) on the test attendance register for Paper 2: spelling. The pupil should still take Paper 1: questions. If the spelling paper is administered to a pupil who is unable to access the test, their script must be sent for marking. The pupil will be awarded a test outcome based on their achievements in the test and will not be eligible for compensatory marks.

There is a step-by-step video tutorial on how to make an application for compensatory marks for spelling:
YouTube video: How to make an application for compensatory marks for spelling
6. Arrangements requiring a notification

Schools must submit 'Notification of aid' forms to STA about the use of the following access arrangements before submitting the 'KS2 headteacher declaration form' on the PAG:

At the end of each test, test administrators must inform the headteacher about:

Schools must submit 'Notification of aid' forms on the PAG. The form will be available from 7am on Monday 12 May to Friday 23 May.

Schools do not need to wait until all test scripts have been collected before submitting a notification of aid on the PAG.

Where a pupil has been supported by a scribe, transcribe or has a word processor or other electronic aid to provide their answers, their test scripts should be sent for marking in the green panelled inner bags for modified test scripts.

Schools must not send copies of notification of aid forms, or any other correspondence with the test scripts, as this will slow down the marking process.

A scribe is a writing assistant who writes out answers dictated by the pupil during the test. Schools can provide a scribe if other options to enable the pupil to work independently are not appropriate, and the use of a scribe reflects normal classroom practice.

A scribe can be used when a pupil is:

The scribe must:

If a pupil is eligible for up to 25% additional time via the application form, solely because they have difficulty writing, they may be given either the additional time or a scribe, but not both.

All scribed test scripts should be sent for marking in the green panelled inner bags for modified test scripts.

Incorrect use of a scribe may lead to a maladministration investigation.

English grammar, punctuation and spelling

In Paper 1: questions, the scribe must pause for the pupil to dictate relevant spellings and all language, punctuation and phrasing must be the pupil's own.

Correct spelling is required for questions assessing:

contracted forms

verb forms

plurals

prefixes and suffixes

In Paper 2: spelling, the scribe must pause for each spelling to be dictated by the pupil. The spelling must be the pupil's own.

English reading and mathematics

The scribe should not pause for the pupil to dictate spellings of words in the English reading and mathematics tests unless the pupil usually works in this way.

8. Transcribes

If it will be difficult for a marker to read the pupil's writing, schools should make a transcript at the end of the test, but before the pupil leaves the test room. Schools can transcribe all or part of a pupil's test script. If the marker can read the pupil's writing, they will mark the original work.

All transcribed test scripts should be sent for marking in the green panelled inner bags for modified test scripts.

When transcribing a pupil's work, schools must:

keep the pupil under test conditions and separate from the rest of the cohort until the transcript is complete

use a different coloured pen from the pupil, but not red

where only part of the test paper needs transcribing, transcribe alongside the pupils answers but not on the pupil's work, and return the script in the green panelled inner bag for modified scripts

make extensive or full transcripts on a new test paper and return the pupil's original test script with the transcript attached in the green panelled inner bag for modified scripts

not change any of the pupil's original answers, including the positioning of commas and decimal places in the mathematics tests or the positioning and type of punctuation in the GPS tests

not transcribe any answers the pupil has crossed out

ensure that the spelling reflects the pupil's original answer in the English grammar, punctuation and spelling tests

Incorrect transcription of tests scripts may be escalated by a marker and could lead to a maladministration investigation.

Braille test scripts must not be transcribed. STA will make appropriate marking arrangements.

9. Word processors or other technical or electronic aids

Pupils must use equipment, such as a screen reader, independently.

Schools must test the functionality of the equipment by using previous KS2 test papers. If equipment has functionality that would provide the pupil with an advantage and this cannot be turned off, the pupil must not use the equipment in the test. Schools may arrange for the test to be read to the pupil or for a scribe to record the pupil's answers instead.

Schools should ensure that pupils regularly save their work. Pupils cannot restart a test, and STA will not compensate or give special consideration if any work is lost. Any partially completed test scripts must be sent for marking.

After the test, the pupil's work should be printed and attached to their test script and sent for marking in the green panelled inner bags for modified test scripts.

Schools should ensure that any test content is removed from the equipment.

English grammar, punctuation and spelling and mathematics

The equipment must not:

English reading

Screen readers, word processors or other technical or electronic aids may be used to record pupils' answers in the English reading test. They must not be used to provide reading support, other than to read the general instructions on page 3 of the reading answer booklet - for example, a screen reader must not be used in the English reading test.

There is a step-by-step video tutorial on how to make an aid notification:
YouTube video: How to make an aid notification
10. School-delegated arrangements

The following access arrangements may be used without prior approval, or the need to notify STA, providing they reflect normal classroom practice:

written or oral translations

readers

rest breaks

keeping pupils focussed (prompters)

Schools must have evidence to show that the pupil routinely receives this support in case of a monitoring visit or maladministration investigation.

Schools should note the name of the translator, reader or prompter used by each pupil in the tests for their own records.

11. Written or oral translations

STA does not provide translations of the tests, but schools can prepare written or oral translations of the mathematics tests to meet an individual pupil's needs if a pupil is working at the standard of the mathematics tests.

If schools use an electronic or a web-based translation service to prepare a translation, they must ensure it is secure and any data or content placed there must not be shared with, or visible to, any other party. Schools are responsible for checking the security of translation services before use.

All translated test papers or translations of the pupil's answers must be sent for marking in the green panelled inner bags for modified test scripts.

Mathematics

Translators should take care to ensure that any translation does not provide additional support or explanation of mathematical terms.

Pupils may write their responses in English or in their own language. If a pupil's answers are not in English, the translator should make a transcript of the pupil's answers into English after the test before the pupil leaves the test room. The pupil's original test script must be attached to the translated test script and returned in the green panelled inner bag for modified scripts. Alternatively, pupils may answer orally and the translator can scribe the answers in English.

Written translations of the mathematics tests can be made one hour before the test is due to start. If it will take longer, schools must make an application for early opening.

Oral translations may be given by a translator at the time of the tests. Translators must work with pupils on a one-to-one basis. If several pupils require a translator but only one is available, the school should administer the test in multiple sittings or apply for a timetable variation to administer the test on a different day. Translators may want to review the test papers before the test is administered to check for any unfamiliar vocabulary.

If the translator acts as a scribe or makes a transcript, the headteacher must complete and submit the notification of aid form once the pupil has completed the test.

English grammar, punctuation and spelling and English reading

Translations can only be made to directions or instructions that are not part of the test questions. No help may be given with reading or understanding the questions or passages of text.

Pupils who have difficulty reading may be supported in the English grammar, punctuation and spelling and mathematics tests by having text read to them by a reading assistant. In most cases, these pupils will have a reading age that is considerably lower than their actual age. Readers must not be used by pupils who can read the test materials themselves.

Readers must be used on a one-to-one basis. Test administrators must consider the individual needs of the pupils to ensure they are not disadvantaged by the pace at which any text is read. If a pupil requests it, the reader may also read back any part of a pupil's written response to a question.

Readers:

If a pupil is eligible for up to 25% additional time via the application form, solely because they have difficulty reading, they may be given either additional time or a reader, but not both.

English grammar, punctuation and spelling

The notes for readers in the English grammar, punctuation and spelling test give examples of how to read particular types of questions aloud to a pupil. Readers should ensure they understand the guidance so that they read each question type correctly, particularly for questions with multiple choice answers. This is so they do not give pupils an advantage by reading questions in a particular way.

English reading

As the English reading test is designed to allow pupils to demonstrate reading skills and comprehension, readers may only help pupils read the general instructions.

This includes information on the front cover of the test paper and any directions that are not part of the actual questions - for example, readers may say "Questions 1 to 15 are about The Panda Bear (pages 4 to 5)". Readers must not read the texts, questions or any part of a pupil's response back to the pupil. Specific instructions are included in the test pack.

Mathematics

A reader may help a pupil to read the mathematics tests. They may:

clarify instructions, as long as no additional information is given which could give the pupil an advantage

read, but not clarify, subject-specific vocabulary

If a mathematics question is read to a pupil, the reader may read words and numbers, but not mathematical symbols. This is so the function of a mathematical symbol is not inadvertently explained by reading its name.

Further instructions will be given in the 'Test administration instructions', as appropriate, if there are certain questions that need specific guidance in terms of what can and cannot be read.

13. Rest breaks

Most pupils should be able to complete the tests without a break. However, supervised rest breaks may be appropriate for pupils who find it difficult to concentrate or experience fatigue. Rest breaks may also be beneficial to pupils using modified versions of the tests.

Schools must supervise pupils and keep them under test conditions during the rest break. There must be no contact with pupils who have taken the test and no opportunity to discuss test content.

Pupils using rest breaks should be given the same overall time as the rest of the cohort. Schools may want to split a test into sections for pupils who are known to need a rest break. If a school decides to split a test, they should:

For the English reading test, schools may want to consider stopping the test for a rest break once the pupil has completed each passage of text and answered the questions related to that text.

The test must be completed on the same day that it was started. Any partially completed tests must be sent for marking in the green panelled inner bags for modified test scripts.

14. Keeping pupils focussed (prompter)

A pupil who is unable to focus independently, or who loses concentration easily, may be supported by someone known to them who can keep them on task. They will keep the pupil's attention on the test paper but not help them answer any questions. They may tap on the desk or say the pupil's name, depending on what is normal classroom practice, to remind the pupil to focus on the question they are working on.

To enable pupils to stay focussed you should:

You must not:

If a pupil finds it difficult to focus on individual questions, schools could use adhesive notes or stickers to cover other questions on the page. In these circumstances, the whole question the pupil is working on should remain uncovered until the pupil indicates when they want to move on.

15. Accessibility objects in the mathematics test

If a pupil is known to have difficulty accessing two-dimensional diagrams, schools may show them real objects that look like those illustrated in the mathematics test, so they understand the context of the question.

Number apparatus, counters or number squares must not be used.

Schools must not explain any subject-specific terminology. If any context or words related to a question are unfamiliar to a pupil, you may show them related objects or pictures, or describe the context. Test administrators may indicate on the test papers where real objects are available for pupils to look at.

The arrangement must reflect normal classroom practice. Schools may consider making use of early opening arrangements (see section 4).

16. Squared paper

Mathematics test papers include space for working out, with gridlines included in the standard tests where these are useful to pupils. STA discourages the use of additional squared paper for the standard tests, as pupils may lose marks if they make an error or omission when they transfer their working to the test paper.

However, if using squared paper is part of normal classroom practice, it can be used as an access arrangement and must be attached to the pupil's test script. Schools should check that pupils have noted the correct question number for which they have used squared paper. Schools should also ensure that the pupil's name, school's name, school's DfE number and question numbers are written on the additional paper and sent for marking in the green panelled inner bags for modified test scripts.

17. Highlighter pens

Pupils may highlight passages of text, in any of the tests, provided this reflects normal classroom practice. Pupils must not write their answers with a highlighter pen. Test administrators should not:

highlight text, unless instructed by the pupil

draw the pupil's attention to the correct response

18. Administering the tests at an alternative location

Schools can administer the tests at an alternative location to the rest of the cohort away from the school. This may include administering at a pupil referral unit or the pupil's home, as long as the pupil is in a fit state.

The headteacher is responsible for ensuring that the integrity, security and confidentiality of the tests is maintained (including the transporting of test papers to and from the alternative location) and that the tests are administered according to the test administration guidance.

19. Illness or injury at the time of the tests

Schools should not administer a test to a pupil who is too ill to take the test. If a pupil is not fit to take the test, the school should consider applying for a timetable variation for permission to administer the test up to 5 schools days after the scheduled test day.

Pupils who become ill while taking a test will not qualify for special consideration.

If a pupil becomes ill during a test, the school should stop the test and make a note of the time. The pupil can be given a supervised rest break in school and can continue the test with the remaining amount of time when they are feeling better. If the pupil is not able to continue, or is sent home, the partially completed test script must be sent for marking.

If the pupil leaves the school premises, they will have left test conditions and must not be allowed to continue or restart the test when they return to school.

If the pupil sustains an injury that impacts their ability to write, they may use a scribe. If the injury occurred within one week of the tests, the school may also allow up to 25% additional time because the pupil is unfamiliar working with a scribe. In these situations, an application for additional time is not required, but the school should be prepared to explain their arrangements in case of a monitoring visit. If the pupil is already familiar with working with a scribe, additional time must not be given. The scribe must follow the guidance in section 7 and the school must submit a notification of aid form on the PAG and the scribed test script must be sent for marking in the green panelled inner bags for modified test scripts.

20. Further information

Modified tests

You can find full details about which modified tests are available in section 4.6 of the KS2 ARA.

If you require further advice about the available braille papers and MLP formats, you can contact the national curriculum helpline 0300 303 3013 or email modifiedtesthelpline@pia.co.uk (do not email about test specific content).

Help and support

There are step-by-step video guides on how to apply and notify STA of your pupil's access arrangements on STA's YouTube playlist.

You can find instructions on packing test scripts for marking in the guidance for returning test scripts.

For general questions about access arrangements, you can contact the national curriculum assessments helpline on 0300 303 3013 or email assessments@education.gov.uk.

For enquiries relating to KS2 access arrangements to meet a pupil's specific needs, schools can use the 'Message us - access arrangements' form on the PAG.

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2025 key stage 2 access arrangements guidance

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This guidance details the access arrangements available for pupils participating in the key stage 2 (KS2) national curriculum tests. Pupils with specific needs may require additional arrangements so they can take part in the KS2 tests. Access arrangements are adjustments that can be put in place to support those pupils.

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1. Introduction

This guidance is for schools administering the 2024 key stage 2 (KS2) national curriculum tests. The information expands on section 7 of the 2024 KS2 assessment and reporting arrangements (ARA).

It ensures schools can:

Test administration instructions are included with all test packs. There are separate instructions provided for the standard, modified large print (MLP) and braille versions of the tests. Modified test administration guidance is also available. Schools may also want to use practice test materials to help prepare for the tests.

Headteachers are responsible for the test administration arrangements within their school. Failure to adhere to this guidance could lead to a maladministration investigation.

2. Changes for 2024

2.1 Modified large print format

Following research into the accessibility and adaptability of the KS2 MLP test papers, we are changing the format from B4 18-point to A4 24-point. This is in response to feedback that the font size was not large enough. It also means the papers are more adaptable, automatically increasing to 36-point when enlarged onto A3.

Past MLP papers have been adapted to this format and are available in the collection of practice materials if you wish to familiarise pupils with the papers.

Please note, the past papers adapted to the new format have not been through the usual rigorous modification and checking process but have been made available to help give pupils an indication of what to expect in May 2024.

2.2 The use of pens in the tests

Pupils must not use gel pens during the KS2 tests.

3. 2024 key stage 2 tests

Details of the types of school and pupils required to participate in the tests are included in section 14.1 of the 2024 KS2 ARA.

The KS2 test timetable is as follows:

KS2 tests must be taken on the dates specified in the test timetable, and papers for each subject must be administered in order, unless there are exceptional circumstances - for example, a start time variation or an approved timetable variation. Schools can choose their own start times for each test and, where possible, should administer them to the whole cohort at the same time.

If necessary, schools can administer a test in multiple sittings between 7am and 7pm, so an individual pupil or group can take a test on the scheduled date but at a different time from the rest of the cohort. Pupils who have taken a test must not have any opportunity to discuss test content with those pupils waiting to take it.

Schools must submit an application for a timetable variation on the Primary Assessment Gateway (PAG).

If a pupil is absent on the scheduled day of a test, schools must have an approved timetable variation application to move a test up to 5 school days after the scheduled test date. Any missed test must not be administered until the school receives this confirmation.

In the case of pupils who live in the same household, if one pupil is absent on the day of a test but other pupils from the same household are in school (and the school intends to administer the test to those pupils), the school should consider delaying the test for all the pupils in the household. This is to ensure the integrity, security and confidentiality of the test is maintained. The school must ensure the pupils do not have any opportunity to discuss test content with pupils who have already taken the test.

4. Headteachers' responsibilities

As the headteacher at a school administering the KS2 tests, you have specific responsibilities, as detailed in section 4.1 of the 2024 KS2 ARA.

It is your responsibility to:

identify which pupils will take end of KS2 tests

register new pupils for the tests if they arrive in school after Friday 8 March, until Thursday 23 May

explain to all staff, participating pupils and their parents how the tests will be administered

keep all test materials secure and treat them as confidential from the point they arrive in school until Monday 22 May, after the timetable variation period has ended

ensure sufficient staff are available to administer the tests

ensure test administrators are appropriately trained and administer the tests according to the published guidance

ensure all staff are fully briefed and aware of the KS2 test timetable before the tests are administered

ensure that pupils are in a fit physical and mental state to take the tests

ensure pupils have the correct test materials and equipment for the tests

ensure the correct use of any access arrangements

notify the Standards and Testing Agency (STA) of any issues that may have affected the integrity, security or confidentiality of the tests

know what to expect should you receive a monitoring visit and co-operate with any monitoring visit requests, including visits by STA or local authority representatives

submit 'Notification of aid' forms on the PAG, if required, from Monday 13 May to Friday 24 May

submit 'Notification of pupil cheating' forms on the PAG, if required, from Thursday 16 May to Friday 31 May

complete and submit the KS2 headteacher's declaration form (HDF) on the PAG after all test scripts have been collected for marking, from Thursday 16 May to 5pm on Friday 24 May

5. Demonstrating correct test administration

We recommends inviting a governor, a trusted member of the school community or a staff member from a nearby secondary school, who is not otherwise involved in administering the tests, to observe their administration.

An independent observer can provide support and, at the same time, improve their understanding of test administration. Anyone observing the tests must be familiar with this guidance, the modified test administration guidance and the 2024 KS2 ARA. We recommend observers attend any training your school or local authority is running for staff.

Observers should expect to see the complete administration of the test or tests they are observing. They should check:

all test administrators are familiar with the procedures, including what is and is not permitted during the administration of all tests

test packs are stored securely in a locked cupboard and have remained unopened until, at most, one hour before the test taking place on the published test date, unless STA has approved an early opening application

pupils are suitably seated and supervised, and classroom displays have been removed or covered, as appropriate

the school is administering the tests in the order published in the test timetable, and access arrangements are being used correctly

test scripts are collected from the test room immediately after the test and packaged securely in a locked cupboard until they are dispatched for marking

any unused test papers are accounted for and stored securely until Friday 24 May

Invited observers do not replace monitoring visits. A sample of at least 10% of schools will receive a monitoring visit from the local authority. Schools should refer to the monitoring visits guidance, which gives information about what local authorities will look for during their visits.

6. Maladministration

In relation to the KS2 tests, the term maladministration refers to any act that:

affects the integrity, security or confidentiality of the national curriculum assessments

could lead to results that do not reflect pupils' unaided work

Your school could be subject to a maladministration investigation if it does not comply with:

You should consider taking steps to protect staff involved in administering the tests. Misinterpretations about correct test administration can lead to allegations of maladministration. To avoid this, ensure all staff, participating pupils and parents understand:

how the tests will be administered

the date each test should be administered

what assistance is and is not allowed in the tests

how any access arrangements will be used

how timetable variations can be used

For any allegations of maladministration, which could include a pupil cheating, please email STA.maladministration@education.gov.uk or call the national curriculum assessments helpline on 0300 303 3013.

7. Preparing test administrators

Headteachers will need to consider the staff resource required to administer the tests. We recommend having at least 2 test administrators in each test room, so the headteacher can have confidence in the integrity of test administration.

Internal arrangements should also be in place in case a pupil needs to leave the test room - for example, if they are disruptive or begin to feel unwell.

Test administrators will usually be headteachers, teachers or teaching assistants. Test administrators should be trained in how the tests will be administered. This will help to avoid misunderstandings about test administration and misinterpretation of valid access arrangements or assistance.

If a test administrator is a relative, carer or guardian of a pupil they are supervising, there should be at least one other test administrator who is not related to the pupil present at all times.

We encourage schools to hold training sessions for those involved in administering KS2 tests. If schools have arranged independent observation of the tests, observers should also attend this training. Before administering the tests, test administrators should familiarise themselves with this guidance and with:

8. Receiving and storing test materials

We will deliver test materials in the week beginning Monday 29 April, to school addresses taken from Get Information About Schools (GIAS) on Friday 8 March. You can update your school's details by logging into GIAS via DfE Sign-in.

Headteachers must store test materials securely, from arrival in school until Friday 24 May, the school day after the last test can be administered using a timetable variation and all test scripts have been collected for marking.

The quantities of KS2 test materials, including any modified test orders and stationery materials, will be taken from the pupil registration and modified test orders data on Friday 8 March.

You should contact the national curriculum assessments helpline on 0300 303 3013 by Friday 3 May if you have not received your test materials, or if your order is incomplete.

8.1 Checking your test papers and stationery delivery

We recommend the headteacher or delegated member of staff, and at least one other member of school staff, check your delivery on receipt. Schools should check their delivery to ensure:

the school's details are correct and the delivery is for your school

the boxes and test packs are sealed and undamaged

You should contact the national curriculum assessments helpline on 0300 303 3013 if any boxes or test packs are unsealed or damaged on arrival. We may ask you to send a photograph of any damaged boxes or test packs.

You should use the delivery note, which will be found at the top of one of the boxes, to confirm:

the number and type of test packs received match the delivery note, but do not open them

you have all the stationery items, including the attendance register pack, script return bags, labels, and returning test scripts guidance

Open the attendance register pack, usually found at the bottom of the box, and check that the details on each attendance register are correct.

When you have finished your checks, store all materials, including the attendance registers, in a locked cupboard. Keep your annotated copy of the delivery note somewhere accessible, in the event you receive a monitoring visit.

8.2 Security of test materials

Headteachers must ensure the integrity, security and confidentiality of the KS2 test materials are maintained from the point they arrive in school until Friday 24 May, after the timetable variation period has ended and all test scripts have been collected for marking.

Headteachers should ensure teachers and all other staff who may handle the materials understand their sensitivity.

The headteacher should allocate responsibility for overseeing the secure storage of test materials to a member of staff not directly involved with the administration of the tests. This member of staff should take responsibility for the secure storage of test materials. As part of that responsibility, they should keep a log of requests for access to the materials, so they are able to give an accurate account of everyone with access to the test materials from the point they arrive in school until Friday 24 May and all test scripts have been collected for marking.

Teachers and test administrators must not discuss the content of the test papers with anyone and must ensure content from the tests materials is not used to prepare pupils taking the tests. Specific content that could compromise a test must not be discussed, including on social media or online.

All test materials, including English reading booklets and the attendance register, must be stored securely in a locked cupboard. If any test papers from an opened pack are unused, they must be stored securely and may be used for any subsequent administration of the test - for example, an approved timetable variation.

KS2 test materials include:

Practical advice for keeping materials secure

For all KS2 test materials:

put the unopened materials and attendance register back into the original delivery box

store test materials in a room where no IT equipment is kept, as this equipment is often targeted during burglaries

limit access to the location of the materials

check the boxes regularly to ensure they have not been tampered with

plan a reporting procedure in the event of a problem - for example, if keys are lost or stolen

check individual test packs have not been opened before the test date, unless the school has an approved early opening application

where an early opening application is approved to allow a school to make modifications to test materials, the original test pack must be resealed and all test materials kept securely

where test materials have been modified using an approved early opening application, the modified test materials must be returned to the test pack and resealed, ensuring all test materials are kept securely

If you suspect or experience a breach of security, you must report the incident immediately to the national curriculum assessments helpline on 0300 303 3013. If you do not follow the correct procedures, your school may be subject to a maladministration investigation.

Split-site schools

If test materials need to be sent to a location away from the main school site prior to administration, the headteacher must ensure that appropriate arrangements are in place to maintain the integrity, security and confidentiality of test content.

For transporting the test materials to and from a different site on a scheduled test day or with an approved timetable variation, schools can follow the guidance in the 'Administering a test at an alternative location' section.

Schools used as a polling station or to host public events

If your school is used as a polling station or to host a public event, you should:

ensure test materials are secure and kept away from the polling station area and visitors

check the materials before the opening and after the closing of the polling station or public event

9. Preparing to administer the tests

9.1 Pupil registration

You should have registered and confirmed all pupils who are at the end of KS2 on the PAG by Friday 8 March. However, it is important you update your school's data to reflect any pupils who have left or joined your school after the deadline. You can make amendments to the 'Manage pupil registration' form on the PAG until Thursday 23 May. It is essential you add any pupils who join the school after Friday 8 March, including those not taking some or all of the tests - for example, because they are working below the standard.

9.2 Access arrangements

Test administrators should have a list of pupils requiring access arrangements and must follow the KS2 access arrangements guidance.

Adults providing support for an access arrangement must not be a relative, carer or guardian of the pupil.

Test administrators should note for their own records where an access arrangement was provided in the tests and, if appropriate, the name of the scribe, transcriber, reader, prompter or translator used by each pupil. If you use access arrangements inappropriately, this could lead to a maladministration investigation.

You should also consider explaining to parents and pupils what support is allowed in the tests. This should help avoid any misinterpretation of valid access arrangements which could lead to allegations of maladministration.

9.3 Preparing test rooms

Schools should prepare the test rooms to ensure a quiet space is available to all pupils. If you support a pupil with an access arrangement that may disturb or aid other pupils, you should consider administering the tests to those pupils in a separate room.

To prepare any rooms where tests will take place, you should:

Test administrators should write the full school name and DfE number on a board at the front of the class. Pupils should copy this on to their answer booklet or test paper and any additional paper used. This information will ensure accurate tracking of test scripts during the marking process. Test administrators should also write the start and finish times of the tests on the board.

Test administrators are allowed to give reminders of the time remaining in a test - for example, saying "You are now halfway through the amount of time allowed in the test" or "You now have 5 minutes left in this test".

9.4 Equipment

A specific list of equipment needed for each test is detailed in sections 11 to 14.

Rubbers are allowed, but you should encourage pupils to cross out answers they wish to change instead of rubbing them out.

Pupils must use a dark pencil or a pen with blue or black ink to provide their answers.

Pupils must not write their answers using erasable pens, glitter pens, gel pens or other coloured pens. The ink from these does not show up when scanned for on-screen marking.

Pupils may highlight passages of text in any of the tests, provided this is normal classroom practice. Pupils must not write their answers with a highlighter pen.

Word processors, dictionaries and other reference material

If it is normal classroom practice, pupils may use word processors or other technical or electronic aids in the tests, provided the functionality does not give the pupil an advantage.

Bilingual word lists, electronic translators and electronic spell checkers can only be used as shown in sections 11 to 14, provided this is normal classroom practice.

Pupils must not use a dictionary or thesaurus during any of the tests.

Pupils must not have any items that may cause disturbances during the tests. You should collect all mobile phones and smart watches from pupils before administering the tests.

Additional paper

If pupils require additional paper, ensure the pupil's name, school name and school's DfE number are clearly written on the additional paper and the paper is attached to the pupil's test script.

Squared paper

Mathematics test papers include space for working out, with gridlines included where these are useful to pupils. We discourage the use of additional squared paper, as pupils may lose marks if they make an error or omission when they transfer their working to the test paper. However, if using squared paper is part of normal classroom practice, it can be used as an access arrangement and must be attached to the pupil's test script. If squared paper is used, ensure the pupil's name, school name and school's DfE number are written on the additional paper and the paper is attached to the pupil's test script.

9.5 Ensuring pupils test scripts can be marked on screen

To ensure the majority of KS2 test scripts can be scanned, and answers read and marked on screen, schools should ensure:

pupils use a dark pencil or a pen with blue or black ink to provide their answers

pupils do not write their answers using erasable pens, glitter pens, gel pens or other coloured pens, as the ink from these does not show up when scanned for on-screen marking

if a pupil needs to change an answer, they cross out their incorrect answer, rather than rub it out, and write their new answer next to it - rubbed out answers may reappear during the scanning process, which could result in a pupil's answer being marked as incorrect

for mathematics questions where drawing is required, pupils fully rub out their original answer before recording their new answer

pupils keep their test scripts in good condition and do not fold or crumple their answer booklets, as folded or crumpled scripts do not scan clearly

when preparing for the tests, encourage pupils to write their answers and show their working out in the area provided - responses in the margins or the grey area will not be marked, as answer booklets will be cut and scanned for on-screen marking

pupils do not colour in or write on the barcodes positioned at the base of each page in the answer booklets - this could hinder the scanning and marking process, as the barcodes ensure that each page of a test script is associated with the right pupil

For more information, contact the national curriculum assessments helpline on 0300 303 3013 or email assessments@education.gov.uk.

9.6 Administering a test at an alternative location

At the headteacher's discretion, tests can be administered at an alternative location. The headteacher is responsible for ensuring the integrity, security and confidentiality of the tests are maintained and the tests are administered according to the KS2 test administration guidance.

There is no requirement to notify or apply to STA to administer the test at an alternative location.

On the day of the test, take out a copy of the test paper from the pack and immediately put it into a sealed, windowless envelope. Reseal the rest of the test papers in their original package and return them to the box, then reseal the box and put it back in the secured cupboard until you are ready to administer the test to the rest of the cohort.

Transport the test paper in the envelope to the alternative location and administer the test to the pupil following the test administration guidance. We recommend having 2 test administrators present. When the test has been administered, seal the completed test scripts immediately in a windowless envelope and return it to the school, where you should add it to the other test scripts before the bag is sealed and they are sent off for marking.

On days where there are 2 tests scheduled (English GPS Papers 1 and 2 and mathematics Papers 1 and 2), you can take a copy of each test paper on your journey and administer both on the day, following the same security procedures. Once both papers have been administered, seal the completed test scripts immediately in a windowless envelope and return it to the school, where you should add it to the other test scripts before the bag is sealed and they are sent off for marking.

If the tests are being administered on an alternative date (up to 5 school days later), you will need to submit a timetable variation application prior to the tests being administered and wait for STA's approval.

9.7 Schools affected by disruption

In line with emergency planning guidance, schools' emergency plans should include contingencies for possible disruption to assessments. This may include alternative venues or arrangements for assessments as appropriate. Schools are encouraged to review contingency plans well in advance of assessments.

Where school facilities are affected by disruption, for example fire, flood or building closures due to reinforced autoclaved aerated concrete (RAAC), you may wish to make use of the flexibilities within the assessment arrangements. These include applying for a timetable variation for one or more pupils (see section 3.2); administering the test to 2 or more groups of pupils at different times on the scheduled day, rather than the whole cohort at the same time (see section 3); or administering the test at an alternative location (see section 8.4). Where schools have concerns that they may still be unable to administer a test or assessment, they should contact the national curriculum assessments helpline on 0300 303 3013 or email assessments@education.gov.uk.

10. Administering the tests

10.1 At the start of a test

A member of staff should collect the test packs from your secure storage. This should be recorded in the log. If there is more than one test paper to be administered on the same day, you should only collect packs for a particular test when you are ready to administer it.

You should open the test packs in front of the pupils in the rooms where they are administered, immediately before the administration of the test. You should do this with another member of staff present. If tests are administered in multiple rooms, schools should open packs in one room and then take pupils and their papers to the other rooms to administer them.

You should take care to ensure you open the correct test packs. If an incorrect test pack is opened, you must reseal the pack immediately and phone the national curriculum assessments helpline for advice on 0300 303 3013.

Once the test pack has been opened and until Friday 24 May, teachers and test administrators must not:

This is to help ensure the integrity, security and confidentiality of the tests are maintained until the end of the timetable variation period so that no pupil has an advantage over another.

You must ensure that nothing you say or do during the tests could be interpreted as giving pupils an advantage - for example, indicating that an answer is correct or incorrect, or suggesting the pupil look at an answer again.

10.2 Additional test materials

We will check for changes to the pupil registration data and modified test orders made after Friday 8 March. If required, we will dispatch additional test materials daily from Tuesday 7 May up to the day of each test.

In the event a school requires additional KS2 test materials on the day of a test, they should contact the national curriculum assessments helpline on 0300 303 3013 as soon as possible to discuss options including a same-day delivery.

Schools requiring additional stationery items can order them from the PAG from Friday 26 April until Tuesday 11 June. Schools must not contact the national curriculum assessments helpline for additional stationery items.

If a school does not have enough test papers to administer a test, they can photocopy up to 9 test papers when they open the test packs on the day of the tests, without seeking permission from STA. When photocopying the papers, ensure no pages are omitted or duplicated. We are unable to make allowances for pupils where schools have incorrectly modified test papers.

If the school do not wish to take this step, or requires more than 9 test papers, they should contact the national curriculum assessments helpline on 0300 303 3013.

10.3 Early opening of test packs

Information about when you can open test materials is included on the front sheet of each test pack. You must not open the test packs early to familiarise yourself with the test content. This can lead to allegations of maladministration and the potential annulment of pupils' results.

You can open test packs up to one hour before the start of a test, without approval, if:

If you need to open test packs more than one hour early to make modifications, you should have made applications for early opening on the PAG by Friday 8 March. You can only open test packs earlier than one hour before you are due to administer a test if you have an approved application for early opening.

10.4 Absence during test period

If a pupil is absent and does not return within 5 school days of the scheduled test date, or an application for a timetable variation is rejected, they should be recorded as 'A' (absent) on the test attendance register.

Pupils who do not take all test papers for a subject will receive a score for the papers they have completed but will not receive a scaled score. The overall outcome for a pupil who does not complete all test papers for a subject will be 'A' (absent).

11. Test administration on Monday 13 May

11.1 English grammar, punctuation and spelling Paper 1: questions

Format

Paper 1: questions is a combined question and answer booklet. Pupils will have 45 minutes to answer the questions. The paper is worth 50 marks in total.

Equipment

Each pupil will need a dark pencil or blue or black pen.

Rubbers are allowed, but please encourage pupils to cross out answers they wish to change instead of rubbing them out.

Pupils may use highlighter pens to highlight text if this is normal classroom practice.

Pupils are not allowed:

Assistance

There is no specific hearing impairment guidance for this test but, if signing, be careful to ensure you do not convey information that would give pupils an advantage.

Guidance for administering the test to pupils with a visual impairment is included in the modified test packs.

The Notes for readers in the KS1 and KS2 English grammar, punctuation and spelling test give examples of how to read particular types of question.

If a pupil requests it, you may read a question to them on a one-to-one basis.

If a pupil asks a question about test content, you may explain or rephrase a question, provided you do not give away subject-specific information - for example, if a question asks to "insert a pair of commas", 'insert' may be explained, but not 'commas'.

The examples below illustrate how to deal with some common situations:

Question: "I do not understand the question."

Answer: "Read the question again and underline the key words that tell you what to do."

Question: "What does 'adverb' mean?"

Answer: "I cannot tell you but think hard and try to remember. We can talk about it after the test."

You must not explain any subject-specific terminology. If any other word in a question is unfamiliar to pupils, you may explain it or show them objects or pictures to help them understand.

This example is taken from the 2016 sample KS2 English grammar, punctuation and spelling 'Paper 1: questions':

Question 11: Circle all the pronouns in the sentence below.

They bought new jumpers for themselves and a warm scarf for Dad.

In this example, you may explain words to help the pupil understand the context and instructions, such as 'circle', 'jumpers', 'scarf', or explain that 'Dad' is a person's name. You must not explain any subject-specific vocabulary that might give the pupil an advantage, such as 'pronouns'. You must not identify people's names in questions asking which word requires a capital letter or why a capital letter is needed.

11.2 English grammar, punctuation and spelling Paper 2: spelling

Format

Paper 2: spelling consists of a test transcript to be read by the test administrator and an answer booklet in which pupils write 20 spellings.

Pupils will have approximately 15 minutes to complete the test, but it is not strictly timed. The paper is worth 20 marks in total.

Equipment

Each pupil will need a dark pencil or blue or black pen.

Rubbers are allowed, but please encourage pupils to cross out answers they wish to change instead of rubbing them out.

Pupils may use highlighter pens to highlight text if this is normal classroom practice.

Pupils are not allowed:

Assistance

There is no specific hearing impairment guidance for this test but, if signing, be careful to ensure you do not convey information that could give pupils an advantage. If you present this paper through sign language, you must not use fingerspelling.

Guidance for administering the test to pupils with a visual impairment is included in the modified test packs.

Pupils should not require any assistance during the administration of this paper.

You should take care not to overemphasise spelling when reading out the words that pupils need to spell.

12. Test administration on Tuesday 14 May

12.1 English reading

Format

This test consists of a reading answer booklet and a separate reading booklet. All pupils must receive an unused reading booklet. Do not reuse reading booklets if you administer the test to groups of pupils at different times.

Pupils will have one hour to read the 3 texts in the reading booklet and complete the questions at their own pace. They can approach the test as they choose - for example, working through one text and answering the questions before moving on to the next. The paper is worth 50 marks in total.

Equipment

Each pupil will need a dark pencil or blue or black pen.

Rubbers are allowed, but please encourage pupils to cross out answers they wish to change instead of rubbing them out.

If it is normal classroom practice, pupils may use:

monolingual English electronic spell checkers, provided they do not give definitions of words

highlighter pens to highlight text (but not to write answers)

Pupils must not use a dictionary or thesaurus. You may give pupils additional lined paper if they request it. However, pupils should be encouraged to use the extra space in the answer booklet before using additional paper. The answer space provided in the answer booklet should be sufficient for most pupils and gives a guide to the length of answer expected for each question.

Assistance

There is no specific hearing impairment guidance for this test but, if signing, be careful to ensure you do not convey information that would give pupils an advantage.

Guidance for administering the test to pupils with a visual impairment is included in the modified test packs.

The English reading test must not be read to individuals or to a group, except for the general instructions. However, you may rephrase the explanations provided in the test instructions on page 3 of the reading answer booklet to ensure all pupils understand them. No other part of the reading answer booklet or reading booklet may be read to pupils or rephrased.

If a pupil asks a question about test content, you must not explain the meanings of any words or expressions.

The example below illustrates how to deal with a common situation:

Question: "I do not understand the question."

Answer: "Read the question again and underline the key words that tell you what to do."

13. Test administration on Wednesday 15 May

13.1 Mathematics Paper 1: arithmetic

Format

Paper 1 assesses arithmetic. Pupils will have 30 minutes to answer the questions. The paper is worth 40 marks in total.

Equipment

Each pupil will need:

a dark pencil or blue or black pen

a ruler, showing centimetres and millimetres

Rubbers are allowed, but please encourage pupils to cross out answers they wish to change instead of rubbing them out.

Pupils may use highlighter pens to highlight text if this is normal classroom practice, but they must not write their answers with them.

Pupils are not allowed:

Assistance

There is no specific hearing impairment guidance for this test, but be careful if signing numbers, mathematical symbols and words. You must ensure you do not convey information that would give pupils an advantage.

Guidance for administering the test to pupils with a visual impairment is included in the modified test packs.

If a pupil requests it, you may read a question to them on a one-to-one basis.

If reading to a pupil, you can read words and numbers but not mathematical symbols. This is to ensure that pupils are not given an advantage by having the function inadvertently explained by reading its name.

The example below illustrates how to deal with a common situation:

Question: "Do I need to multiply when I calculate 95% of 240?"

Answer: "I cannot tell you, but think hard and try to remember. We can talk about it after the test."

13.2 Mathematics Paper 2: reasoning

Format

Paper 2 assesses reasoning. Pupils will have 40 minutes to answer the questions. The Paper is worth 35 marks in total.

Equipment

Each pupil will need:

a dark pencil or blue or black pen

a sharp, dark pencil for mathematical drawing

a ruler, showing centimetres and millimetres

an angle measurer or protractor

a mirror

Rubbers are allowed, but please encourage pupils to cross out answers they wish to change instead of rubbing them out.

If it is normal classroom practice, pupils may use:

Pupils are not allowed:

Assistance

For pupils with a hearing impairment, be careful if signing numbers, mathematical symbols and words. Guidance on any specific words that should be signed in a particular way are included in the standard test packs.

Guidance for administering the test to pupils with a visual impairment is included in the modified test packs.

If a pupil requests it, you may read a question to them on a one-to-one basis.

If reading to a pupil, you can read words and numbers but not mathematical symbols. This is to ensure that pupils are not given an advantage by having the function inadvertently explained by reading its name.

At a pupil's request, you may point to parts of the test paper such as charts, diagrams, statements and equations, but you must not explain the information or help the pupil by interpreting it.

The examples below illustrate how to deal with some common situations:

Question: "What does 'quadrilateral' or '>' or '<' mean?"

Answer: "I cannot tell you but think hard and try to remember. We can talk about it after the test."

Question: "What is '0.6'?"

Answer: "That is nought point six."

You must not explain any subject-specific terminology. If any context or words related to a question are unfamiliar to a pupil, you may show them related objects or pictures, or describe the context.

14. Test administration on Thursday 16 May

14.1 Mathematics Paper 3: reasoning

Format

Papers 3 assesses reasoning. Pupils will have 40 minutes to answer the questions. The paper is worth 35 marks in total.

Equipment

Each pupil will need:

a dark pencil or blue or black pen

a sharp, dark pencil for mathematical drawing

a ruler, showing centimetres and millimetres

an angle measurer or protractor

a mirror

Rubbers are allowed, but please encourage pupils to cross out answers they wish to change instead of rubbing them out.

If it is normal classroom practice, pupils may use:

Pupils are not allowed:

Assistance

For pupils with a hearing impairment, be careful if signing numbers, mathematical symbols and words. Guidance on any specific words that should be signed in a particular way are included in the standard test packs.

Guidance for administering the test to pupils with a visual impairment is included in the modified test packs.

If a pupil requests it, you may read a question to them on a one-to-one basis.

If reading to a pupil, you can read words and numbers but not mathematical symbols. This is to ensure that pupils are not given an advantage by having the function inadvertently explained by reading its name.

At a pupil's request, you may point to parts of the test paper such as charts, diagrams, statements and equations, but you must not explain the information or help the pupil by interpreting it.

The examples below illustrate how to deal with some common situations:

Question: "What does 'quadrilateral' or '>' or '<' mean?"

Answer: "I cannot tell you but think hard and try to remember. We can talk about it after the test."

Question: "What is '0.6'?"

Answer: "That is nought point six."

You must not explain any subject-specific terminology. If any context or words related to a question are unfamiliar to a pupil, you may show them related objects or pictures, or describe the context.

15. Problems or queries during test administration

15.1 Dealing with issues during the tests

It is impossible to plan for every scenario. Whatever action taken, pupil safety and wellbeing must always be your first consideration. This section provides guidance on what to do in certain situations. If any unexpected situations occur during a test, you should brief your headteacher on how the incident was dealt with once the test is over.

If a fire alarm goes off

Stop the test and note the time. Evacuate the room following school procedures. Pupils should be supervised at all times to ensure they do not talk about test content. The test papers should be left in the test room.

Once safe, pupils may continue with the test using the correct amount of remaining time. If pupils do talk to each other about test content, you must phone the national curriculum assessments helpline on 0300 303 3013 for advice before you continue.

If a pupil is unwell

If you have reason to believe a pupil is feeling unwell or is not in a fit state to take the tests, you should not administer the test to the pupil. The school could administer the test later in the day, when the pupil is feeling better, or apply for a timetable variation to administer the test on a different day.

If a pupil becomes unwell during a test, stop the test for the individual pupil and note the time. After a rest break, if the pupil is well enough, you should give them the correct amount of remaining time to continue with the test. The pupil must complete the test on the same day. If they are too ill to continue the test, you must send the partially completed test script for marking. If the pupil leaves the school during their rest break, they will have left test conditions and must not be allowed to continue the test.

If the test script is spoiled, give the pupil a new one to continue. A member of staff should make a transcript by copying the answers from the spoiled test script onto the new test paper (see section 15.2). You should do this once the pupil has completed the test and is still under test conditions. If the test script is unreadable, ask the pupil for their answers at the end of the test and record them in a different colour on the new test paper. Do not send the spoiled test script for marking, but you must ensure it is kept secure and treated as confidential until Friday 24 May. You must also make a notification of the use of a transcript on the PAG.

If other pupils have been disturbed, you may stop the test for all pupils in the room. Make a note of the time to ensure pupils receive the correct amount of remaining time to complete the test. If necessary, move the pupils to another room.

If a pupil needs to leave the test room

Pupils taking the tests must be supervised at all times. If a pupil needs to leave the test room, a test administrator must accompany them.

When deciding on the number of test administrators needed to maintain adequate supervision during a test, you should consider the possibility that at least one test administrator might need to leave the room with a pupil.

You should also take into consideration that test administrators who administer tests on their own are more vulnerable to allegations of maladministration, as they do not have another adult to verify the test administration procedures.

If a pupil is found using a mobile phone or smart watch

Pupils must not have any items that may cause disturbances during the tests. You should collect all mobile phones and smart watches from pupils before the tests.

If a pupil is found using a mobile phone, smart watch or similar device, you should remove it from the pupil. After the test, follow the school's usual behaviour and disciplinary procedures.

If a pupil is cheating

If you identify a pupil cheating, or if a pupil has gained an advantage from using a mobile phone, smart watch or similar device, you should record the details, including:

If appropriate, move the pupil to another location for the remainder of the test.

If you believe the pupil has gained an advantage as a result of cheating, notify STA using the 'Notification of pupil cheating' form on the PAG.

By completing the form, the headteacher agrees to either:

the removal of marks by STA for the specific questions where the pupil has gained an advantage

the annulment of the pupil's result in that test by STA

The pupil's test script must be collated with the other pupils' test scripts. Do not enclose any information regarding the incident when sending the test scripts for marking.

You do not need to notify STA if the pupil gained no advantage from their actions. You should follow your school's usual behaviour policy in dealing with such incidents.

If you receive any allegations of pupils cheating after Friday 31 May, when the form on the PAG to self-report pupils cheating closes to headteachers, please email STA.maladministration@education.gov.uk or call the national curriculum assessments helpline on 0300 303 3013.

If a pupil is disruptive

If a pupil's behaviour is disturbing other pupils, stop the test, note the time and remove the pupil. Decide whether the disruptive pupil should continue the test in a separate room. If they do not complete the remainder of the test, you must send the partially completed test script for marking.

Give the other pupils a few moments to refocus and then continue the test with the correct amount of remaining time.

If test papers are incorrectly collated or the print is illegible

Stop the test for the affected pupils, making a note of the time, and tell them you will organise replacement papers. The pupils must not discuss test content while the replacement papers are being arranged. Once the replacements are provided, give the affected pupils the correct amount of remaining time to complete the remainder of the test. Pupils must not be allowed to start the test again.

Schools receive additional copies of each test paper. If there are insufficient additional copies, they can photocopy up to 9 test papers without seeking permission from STA. If the school does not wish to take this step, or requires more than 9 test papers, they should contact the national curriculum assessments helpline for advice on 0300 303 3013.

At the end of the test, attach or put the replacement test paper inside the original incorrect paper and inform the headteacher of the action you took. You should return the test scripts in the bag for modified scripts.

Schools are responsible for ensuring any modifications to the tests are made correctly. When photocopying the papers, ensure no pages are omitted or duplicated. STA is unable to make allowances for pupils where schools have incorrectly modified test papers.

If a pupil asks for additional paper

The test papers and answer booklets have been designed so most pupils will have enough room to record their answers. You may give pupils additional paper if they need more space for their answers. Ensure the pupil's name, school name and school's DfE number are written on any additional paper used and the paper is attached or put inside the pupil's test script.

If an incorrect test was administered

If a test was incorrectly administered before the scheduled test date, you must keep the pupils under test conditions and immediately contact the national curriculum assessments helpline for advice on 0300 303 3013.

15.2 Transcribing test scripts

If it would be difficult for a marker to read a pupil's writing, you can transcribe all or part of the pupil's test script alongside their work. Test administrators should know those pupils likely to need a transcript before administering the tests.

You can make a transcript on the pupil's test script or on a separate script or sheet of paper. Unless it has been spoiled, you must also send the pupil's original test script for marking, along with the transcript. You must clip or staple the transcripts to the pupil's original test script.

Keep the pupil under test conditions until the transcript is complete. Test administrators must adhere to section 3.2 of the KS2 access arrangements guidance. If the marker can read the pupil's writing, they will mark the original work.

You must make a notification of the use of a transcript on the PAG.

Braille test scripts must not be transcribed.

16. After the tests

16.1 Attendance registers and packing tests scripts for marking

Test administrators should return test scripts to the headteacher immediately after each test, unless you have an approved timetable variation application. Headteachers should emphasise that test administrators must not review pupils' answers unless they are making a transcript.

If you administered test papers from a previous year to a pupil who is not working at the standard of a test, you must not send these papers for marking.

Instructions for completing attendance registers and packing scripts for marking are provided in the guidance for returning test scripts.

Headteachers are responsible for making sure every participating pupil's completed test script is accounted for and dispatched for marking along with the attendance register for each test paper. Test scripts must be packaged and available for collection at the earliest opportunity, considering any approved timetable variations that should be returned alongside the test papers taken on the scheduled day. Modified test scripts should be returned for marking in the green inner bag.

Full guidance on returning test scripts, including how to package modified test scripts, will be published in March 2024.

Collections during test week will take place on Monday 13 May and Wednesday 15 May for approximately half of schools, and on Tuesday 14 May and Thursday 16 May for the remainder. The courier will revisit any school with remaining packages on Friday 17 May. We will arrange collections throughout the week commencing Monday 20 May for schools with approved timetable variations.

You must keep any unused test materials secure until Friday 24 May.

16.2 Special consideration

Special consideration is designed to allow schools to highlight instances where pupils' KS2 test results may be affected by traumatic circumstances at the time of the tests. It is intended to cover a narrow range of circumstances and is for exceptional cases only.

Headteachers have a responsibility to ensure that pupils only take the KS2 tests if they:

If a pupil takes the tests and the school determines that the pupil has been affected by extremely distressing circumstances in test week or the weeks immediately before, the school can apply for special consideration in relation to the pupil.

16.3 The headteacher's declaration form

After all test scripts have been collected for marking, headteachers must complete and submit the KS2 HDF on the PAG, as detailed in Section 5 (4) of the Education (National Curriculum) (Key Stage 2 Assessment Arrangements) Order 2003.

The form confirms you have either administered the tests according to the published guidance, or you have reported any issues to STA. If there were issues, you should only complete the form once you have made all the relevant notifications.

The form will be available from Thursday 16 May and must be submitted by 5pm Friday 24 May.

Failure to complete the HDF by the deadline may result in a maladministration investigation. If you or a delegated member of staff cannot complete the HDF, need help completing it, or have made any errors when completing it, you should contact the national curriculum assessments helpline on 0300 303 3013 or email assessments@education.gov.uk. You cannot amend the HDF after submission.

17. Further information

17.1 General enquiries

For general enquiries about test administration at KS2, call the national curriculum assessments helpline on 0300 303 3013 or email assessments@education.gov.uk.

17.2 Message us

For queries relating to access arrangements to meet a pupil's specific needs, schools can use the 'Message us - access arrangements' form on the PAG.

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Key stage 2 test administration guidance

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This guidance is for schools administering the 2024 key stage 2 (KS2) national curriculum tests. The information expands on section 7 of the 2024 KS2 assessment and reporting arrangements (ARA). It ensures schools can: Test administration instructions are included with all test packs.

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1. Introduction

The multiplication tables check (MTC) is statutory for all year 4 pupils registered at state-funded maintained schools, special schools and academies, including free schools, in England.

This guidance is for schools administering the MTC and expands on section 10 of the 2024 key stage 2 (KS2) assessment and reporting arrangements (ARA). It includes information to ensure that schools can:

access the MTC service

prepare administrators for check administration

administer the check

view and download results

provide feedback on the MTC service

1.1 Background

The MTC is an on-screen assessment designed to determine whether pupils can fluently recall their multiplication tables, up to 12, through a set of timed questions. The MTC assessment framework gives more detail about the purpose, format, content and cognitive demand of the MTC.

1.2 Overview

Schools must administer the check within the 2 week period between Monday 3 June and Friday 14 June. If required, schools can also use the following week from Monday 17 June to Friday 21 June to administer the check to pupils who were absent during the first 2 weeks or in case of any delays due to technical difficulties.

Schools can access the MTC service via DfE Sign-in from Monday 8 April.

The official check consists of 25 questions. Pupils will have 6 seconds to answer each question, with 3 seconds pause between questions. Pupils will answer 3 practice questions before the check begins.

Pupils can use the 'try it out' check from Monday 8 April to familiarise themselves with the format, including any access arrangements, before taking the official check. The 'try it out' check is consistent with the official check and allows pupils the opportunity to try out answering 25 questions. These questions will be the same if they take the 'try it out' check more than once.

Monday 8 April

Schools can access the MTC service via DfE Sign-in to prepare for check administration

Monday 3 June to Friday 14 June

MTC administration period

Monday 17 June to Friday 21 June

Schools administer the MTC to any pupils absent in the administration period or where administration has been delayed due to technical difficulties

Friday 21 June

Deadline for schools to:
- ensure pupils have completed the MTC or have been recorded as not taking the check
- submit their headteacher's declaration form (HDF) on the MTC service by 5pm

Monday 24 June to end of summer term

Results (a total score for each pupil) available in the 'View pupil results' section of the MTC service, for schools to view or download

1.4 Maladministration

The term 'maladministration' refers to any act that:

affects the integrity, security or confidentiality of the national curriculum assessments

could lead to results that do not reflect pupils' unaided work

Your school could be subject to a maladministration investigation if it does not comply with:

If following an investigation, the Standards and Testing Agency (STA) decides maladministration has occurred, the results for a whole cohort, groups of pupils or individual pupils may be annulled.

You should consider taking steps to protect staff involved in administering the check. Misunderstandings about correct check administration can lead to allegations of maladministration. To avoid this, ensure all staff, participating pupils and their parents understand:

how the check will be administered

what assistance is and is not allowed in the check

how any access arrangements will be used

Anybody with concerns about the administration of the MTC, or any allegations of maladministration, which could include cheating, should report them by contacting STA.maladministration@education.gov.uk or the national curriculum assessments helpline on 0300 303 3013 or assessments@education.gov.uk.

1.5 Accessing the MTC service

All schools with year 4 pupils will be able to access the MTC service through DfE Sign-in from Monday 8 April.

DfE Sign-in approvers can add the 'multiplication tables check' service to their own account or other user accounts. They can do this by selecting 'add services to my account' or, for other users, via the 'manage users' section, when signed in.

If you do not have an account yet:

Create a DfE Sign-in account.

Sign in to DfE Sign-in.

Select 'organisations' and 'request access to an organisation'.

Enter the unique reference number (URN) or name of your school.

The request will be sent to the DfE Sign-in approver for your school, to approve your request and assign the 'multiplication tables check' service.

For information about DfE Sign-in, including managing users, follow DfE Sign-in 'Help' when signed in to your account. If you are unable to find the answer to your question, you can contact DfE Sign-in for further support.

1.6 Help and support

The following videos demonstrate how to use the MTC service and enable access arrangements:
Multiplication tables check: administration guidance Multiplication tables check: access arrangements
There is separate MTC IT guidance to support staff who manage the school's ICT network.

For queries about administering the check, contact the national curriculum assessments helpline on 0300 303 3013 or at assessments@education.gov.uk.

2. Preparing for the check

From Monday 8 April, schools should access the MTC service via DfE Sign-in to:

check their pupil register and ensure all year 4 pupils are included and their details are correct - this includes pupils who are not taking the check

generate a school password and pupil identification numbers (PINs) on the days they are administering the 'try it out' check

allow pupils to use the 'try it out' check to familiarise themselves with the format

enable access arrangements for any pupils who need them and allow pupils to use the 'try it out' check to ensure access arrangements meet their needs

record reasons if any pupils will not be taking the check

Schools should also prepare:

check administrators

devices for pupils to take the check

rooms where the check will be administered

2.1 Check administrators

The check should be administered by a member of school staff, such as a teacher or teaching assistant, who is:

familiar with this guidance

familiar with the digital devices being used

known to the pupils

2.2 Preparing rooms

Schools should administer the check in a room that is quiet and provides a comfortable, well lit space.

To prepare rooms for the check, you should:

remove or cover any displays or teaching materials that could provide pupils with an advantage, such as times tables posters on walls

ensure pupils do not have a pen or pencil, paper, calculator, mobile phone, smart watch or other items that may provide them with an advantage during the check

ensure seating arrangements will allow all pupils to work quietly and independently

ensure pupils will not be distracted by other pupils or digital devices

ensure the digital devices used for the check are switched on, charged and in good working order before pupils enter the room

ensure sufficient space is provided to accommodate access arrangements

Schools may find it helpful to have the 'Sign in' page loaded on devices before pupils enter the room.

2.3 Equipment

Schools can use any of the following digital devices to access the check:

The MTC IT guidance sets out the essential technical requirements and recommended actions IT staff and check administrators should complete to ensure pupil devices are up to date and prepared for the check to minimise the risk of disruption.

2.4 Deciding on devices and input methods

Schools should decide which devices and input methods are best suited to their pupils. This decision should be based on normal classroom practice.

Pupils can input their answers using a keyboard, touchscreen or mouse. Research suggests that, in this type of timed assessment, year 4 pupils may find a small benefit from using a keyboard or a touchscreen rather than a mouse. Schools should decide which input method to use, based on their knowledge of individual pupil needs, but should only consider using a mouse if a pupil regularly uses one as part of normal classroom practice and has the necessary motor skills.

Schools should use the 'try it out' check to confirm which input method is best suited for the pupil.

2.5 View, add or edit pupils on your register

All year 4 pupils must be registered for the check, including pupils who do not participate.

Your pupil data will be pre-populated using your school's spring year 4 census data. You can view your pupil data and add new pupils from Monday 8 April until the end of the check period on Friday 21 June. Pupils cannot be added to the service after the check period has ended.

From the MTC homepage, select 'View, edit and add pupils on your register'. You can add pupils by selecting 'Add pupil' or 'Add multiple pupils'.

You should also check your pupil data to ensure each pupil's name, date of birth and unique pupil number (UPN) is accurate, and select 'Edit' to correct the data if required.

You must not remove pupils from the MTC service. If a pupil will not take the check, they should be recorded within the 'provide a reason why a pupil is not taking the check' section.

Add a pupil's alternative name

When pupils sign in to the 'try it out' check and the official check, they will see their name on screen. If a pupil is known by a name other than their legal name reported on the census, you can add their alternative name so they will see it when they take the check. To do this, select the pupil and add their alternative name into the 'Known as' field.

Organise pupils into groups

You can organise pupils into classes or smaller groups. This will make administering the check easier as you can select a group when generating PINs, recording pupils as not taking the check, or arranging restarts.

From the homepage, select 'Organise pupils into groups' and then 'Create new group'. Name the group and select the pupils you want to add to it, then select 'Confirm'. You can edit groups until the check period ends on Friday 21 June.

2.6 Provide a reason why a pupil is not taking the check

If the headteacher decides a pupil should not take the check, they must record the reason on the MTC service. The headteacher's decision regarding participation is final.

Pupils should not take the check if:

they are unable to participate, even when using access arrangements

they are unable to answer the easiest questions or are working below the national curriculum expectation for year 2 in multiplication tables

they have just arrived in school during the check period and there is not enough time to establish the pupil's abilities

Schools will be able to provide the 'absent during check window' reason from Monday 3 June. You should only use this reason if the pupil is able to take the check but absent during the entire 3 week window.

Schools can also record a pupil as not taking the check if they:

are absent and therefore the school is unable to administer the check during the 3 week check window

have left the school

appear on the register in error

To record a pupil as not taking the check, select 'Provide a reason why a pupil is not taking the check' on the homepage, then 'Select pupils and reason'. Select the reason and the pupils who will not take the check, then select 'Confirm'.

These pupils will then appear on the 'Provide a reason why a pupil is not taking the check' page. If a pupil has been recorded in error, select 'Remove'.

2.7 Access arrangements

Access arrangements may be appropriate for pupils with specific needs who require additional arrangements so they can take part in the MTC. This includes pupils:

with an education, health and care (EHC) plan

for whom provision is being made in school using the special educational needs and disability (SEND) support system

whose learning difficulty or disability significantly affects their ability to access the check

who have behavioural, emotional or social difficulties

with English as an additional language (EAL) and limited fluency in English

Schools do not need to request permission to use access arrangements. However, the support given should be based on normal classroom practice and must never advantage pupils.

Schools could be subject to a maladministration investigation if they do not comply with these requirements.

Enable access arrangements

Check administrators can enable access arrangements for pupils with specific needs. Select 'Enable access arrangements for pupils who need them' from the homepage, then 'View pupils and assign arrangements'. Type the pupil's name into the search bar and select the access arrangements required, then 'Save'. You can assign more than one access arrangement to a pupil, if required.

Pupils should familiarise themselves with access arrangements using the 'try it out' check to ensure the arrangements meet their needs before taking the official check.

If access arrangements have been enabled for a pupil, the arrangements will automatically be available to the pupil in the 'try it out' check and the official check. When the pupil signs in, they will see a list of the access arrangements enabled.

Colour contrast

The standard version of the check includes black text on a white background. If colour contrast is enabled for a pupil, at the start of the 'try it out' and official check they will be able to change the text and background colours to one of the following combinations:

Font size

If font size is enabled for a pupil, at the start of the 'try it out' and official check they will be able to increase or decrease the size of the text and number pad on the screen.

Pause 'next' button between questions

The standard version of the check includes 3 seconds pause between questions. If this is not long enough for a specific pupil, or the pace of the check may disadvantage the pupil, a 'Next' button can be enabled. Instead of 3 seconds pause, the pupil can select 'Next' when they are ready to start a new question. The check administrator should be aware the next question will not appear until the pupil selects the 'Next' button and may consider prompting them to select it, if needed. There is a 30-minute time limit to complete the check using this access arrangement.

If the pupil does not complete the check within 30 minutes, the check will time out and have a status of 'checks that require action' within the 'See how many pupils have completed the official check' section of the MTC service - refer to section 4.1.

Please note this access arrangement does not extend the time given to answer each question.

Remove on-screen number pad

Enabling this feature will remove the on-screen number pad. This may be useful to support pupils who are distracted by it or do not plan to use it. Only the question-and-answer box will show on the screen. The pupil will need a keyboard to enter their response.

Input assistance

An input assistant is someone who enters answers dictated by the pupil. An input assistant can be used when a pupil is:

unable to enter their own answers

able to input, but inputting causes physical discomfort

able to input, but inputs very slowly

able to input, but finds inputting very difficult

The input assistant must enter their name at the start of the official check and then accurately input the answers dictated by the pupil. They must not be another pupil or a relative, carer or guardian of the pupil.

Audio version

If the audio version is enabled, it will read aloud all text displayed on the screen, including the instructions, questions and answer inputted after each key press. Pupils can also use 'Tab' and 'Shift + Tab' to navigate through the elements displayed on screen.

Schools should administer the MTC to pupils who are using the audio version in a separate room, or provide headphones, to avoid the audio version distracting other pupils taking the check at the same time.

The MTC does not support commercial screen readers because they are not compatible with the timed element of the check. We recommend using Google Chrome or Safari web browsers with the audio version. The MTC's audio version will not work with Internet Explorer or Microsoft Edge due to technical limitations.

Audible time alert

Pupils with a visual impairment may not be able to see the on-screen question timer. If the audible time alert is enabled for a pupil, a beep will sound 2 seconds before the end of each question, then a different beep will sound to signal the end of each question.

Additional time

Pupils cannot have additional time to complete the MTC questions. The purpose of the check is to determine whether pupils can recall their times tables fluently. Additional time would remove the fluent recall element of the check.

2.8 Preview the check

Pupils can use the 'try it out' check from Monday 8 April.

Pupils must sign in using their 'try it out' PIN and school password.

It contains 3 practice questions, followed by 25 questions.

The 'try it out' check is designed to help pupils familiarise themselves with the process and format of the check, including the use of access arrangements. There is only one set of questions, but pupils can take the 'try it out' check as many times as they need to.

Pupils will not receive a result for any questions they complete in the 'try it out' check.

Pupils should familiarise themselves with the check using the device and input method they will use to take the official check - refer to section 2.4. Access arrangements used in the 'try it out' check will automatically be enabled for the pupil when they sign in to the official check.

2.9 Generate password and PINs

Pupils will access the official check and 'try it out' check using a PIN and school password, generated by the school on the day of administration. Pupils must only sign in to the MTC using the PIN assigned to them.

Your school's password and pupil PINs will change each day. The printed PIN slips include an expiry date to highlight that they expire at 4pm on the date they were generated.

There are separate PINs for the 'try it out' check and the official check. It is important that school staff do not confuse the different versions during the official check administration window, when both services are available. Schools can print their pupils' PINs on slips, which clearly state if they are for the 'try it out' check or the official check.

PINs for the 'try it out' check

Schools can generate 'try it out' PINs from Monday 8 April until the end of the check period on Friday 21 June.

Pupils can use their PINs for the 'try it out' check multiple times throughout the day. Schools can generate PINs from 6am, but pupils cannot use them until 8am. They will expire at 4pm each day, so schools will have to generate a new school password and pupil PINs if pupils use the 'try it out' check on more than one day.

To generate a school password and PINs:

Select 'Generate and view password and PINs for the try it out and official check' from the MTC homepage.

Select 'Try it out', then 'Generate password and PINs for the try it out check'.

Select the pupils, or group of pupils, and then select 'Confirm' on the green bar to generate PINs for those pupils.

You can print the PINs by selecting the pupils, or groups, then selecting 'Print selected'. You will notice the printed slips have a 'Try it out' watermark.

PINs for the official check

PINs for the official check will only be available within the MTC service when the check period begins on Monday 3 June. Schools can generate PINs from 6am, but pupils cannot use them until 8am.

On the days you administer the official check:

Select 'Generate and view password and PINs for the try it out and official check' from the homepage.

Select 'Official check', then 'Generate password and PINs for the official check'.

Select the pupils, or group of pupils who are scheduled to take the check that day, and then select 'Confirm' on the green bar to generate PINs for those pupils.

PINs for the official check can only be used once on the day they are generated and will expire at 4pm.

If a pupil signs into the check but exits the check before they start the official check questions, the PIN will remain active for 30 minutes to allow the pupil to sign in again. After 30 minutes the pupil will show within the 'See how many pupils have completed the official check' page as 'Overdue - signed in check not started' and a restart will be required.

If you generate PINs for pupils who will not take the check, you will not be able to 'provide a reason for not taking the check' until PINs expire at 4pm.

You can print the PINs by selecting the pupils, or groups, then selecting 'Print selected'. You will notice that the printed slips have 'Official' on them.

2.10 Schools affected by disruption

In line with emergency planning guidance, schools' emergency plans should include contingencies for possible disruption to assessments. This may include alternative venues or arrangements for assessments as appropriate. Schools are encouraged to review contingency plans well in advance of assessments.

It is important to note, when considering alternative venues and arrangements for the MTC, schools will require a secure internet connection and access to the test devices.

Where school facilities are affected by disruption - for example, fire, flood or building closures due to reinforced autoclaved aerated concrete (RAAC) - you may wish to consider using the additional week at the end of the check administration window.

Where schools have concerns that they may still be unable to administer the check, they should contact the national curriculum assessments helpline on 0300 303 3013 or at assessments@education.gov.uk.

3. Administering the check

3.1 Check administration period

Schools must administer the official check between Monday 3 June and Friday 14 June.

If required, schools can also use the following week, from Monday 17 June to Friday 21 June, to administer the check to pupils who were absent during the first 2 weeks or in case of any delays due to technical difficulties.

When planning your timetable to administer the check, you should consider how many pupils will take the check at the same time. You can administer the check to individuals, small groups or a whole class. You should ensure pupils are in a fit mental and physical state to take the check.

You do not need to keep pupils who have taken the check separate from pupils who have not yet taken it.

3.2 Pupils who change schools

If a pupil changes school before the check administration window, the receiving school must add the pupil to their pupil register and either administer the check or record the pupil with a reason for not taking the check.

If a pupil changes school during the check administration window, the receiving school should check if the pupil has already taken the check with the previous school. If the pupil has already taken the check, the receiving school does not need to add the pupil to their register or administer the check. If the pupil has not taken the check, the receiving school must add the pupil to their pupil register and either administer the check or record the pupil with a reason for not taking the check.

If a pupil changes school before or during the check administration window and did not participate in the check, the previous school should record them as 'left' within the 'Provide a reason why a pupil is not taking the check' section on the homepage.

If a pupil changes school after the check administration window, the school where the pupil was registered during the check window must ensure the pupil is within their pupil register and has completed the check or been recorded with a reason for not taking the check. The receiving school does not need to take any action.

3.3 Overview of the pupils' experience

The first screen pupils will see requires the school password and their PIN. School passwords and PINs have been designed to enable most year 4 pupils to sign in by themselves, but a check administrator should supervise the process. When administering the official check, you should ensure pupils have PIN slips with 'Official' on them and do not contain the 'Try it out' watermark.

The pupil will then see a screen with their name, date of birth and the school's name. If the details are correct, they can press 'Next' to continue.

If they are incorrect, they should press 'Sign out' to return to the sign in screen and tell the check administrator. The check administrator should confirm that the pupil has entered their details and PIN correctly.

The welcome screen provides instructions.

Pupils should select 'Start now' to begin the practice questions. When they have answered the 3 practice questions, they will see a screen confirming the practice is complete.

When they are ready, the pupil should select 'Next' to move to the start page. They can then select 'Start now' to begin the check.

When pupils have completed the check, they will see a screen advising 'you have finished, please wait, do not close or shut down'.

When pupils see the 'thank you' message, they can select 'Sign out' to exit the check, or 'Feedback' to give feedback about their experience.

3.4 Instructions to pupils

Schools should introduce the MTC as consistently as possible, noting some pupils may require more explanation to understand the instructions.

The following text provides an example of how you could introduce the check:

"In this activity, you are going to be asked 25 times tables questions.

First, there are 3 practice questions. You can use them to practise putting in your answers."

For pupils using a PC or laptop with a touchscreen: "You can use the number pad on your keyboard or the numbers on screen using a touchscreen."

For pupils using a mouse: "You can use the numbers on screen using the mouse."

For pupils using a tablet: "Put in your answer using the numbers on the touchscreen."

"When the questions start, you will have 6 seconds to answer each question. The system will automatically accept your answer after 6 seconds.

You don't need to press the 'Enter' button if you don't want to, but you can bring up the next question sooner by selecting 'Enter'.

There will be 3 seconds pause between each question.

You can't pause (unless the 'Next question' access arrangement has been enabled) or stop the check once you have started.

You must not refresh the page during the check.

When you have completed the check, you will see a message advising 'you have finished, please wait, do not close or shut down'.

You will then see a 'thank you' message and a 'Feedback' button you can select if you want to say how you found the check.

Does anybody have any questions before we begin?

You can now enter your password and PIN to sign in."

3.5 Problems or queries during check administration

Answering pupils' questions

There is no option for a pupil to pause or stop the check once it has started unless the 'Next question' access arrangement has been enabled for that pupil in advance.

Check administrators should be careful not to say or do anything that might give a pupil an advantage, as this could lead to a maladministration investigation. If a pupil asks you about the answer to a particular question, explain that you will discuss it with them after the check has finished and tell them to continue.

Internet connection issues

If there is no internet connection at the end of the check, pupils will see a screen confirming that the upload was unsuccessful. If this error occurs, select 'Try upload again' when there is a stable internet connection. Where possible, do not switch off the device. If this does not solve the issue, contact the national curriculum assessments helpline on 0300 303 3013.

IT issues

The MTC IT guidance contains essential technical requirements and other recommended actions. If you experience technical issues during the check, speak to your local IT support in the first instance. If you need further advice, contact the national curriculum assessments helpline on 0300 303 3013.

3.6 Select pupils to restart the check

If a pupil was interrupted during the check, you can allow them to restart it. The pupil will see a different set of questions from their previous attempt. Only the outcome of their final completed attempt will be reported, regardless of which score was higher.

Schools must only allow a pupil to restart the check if they suffered a significant disruption as described in the reasons below. You must not allow the pupil to restart the check simply to have another go. Pupils can only restart the check twice, allowing them a maximum of 3 attempts.

Restarts are allowed for the following reasons:

prolonged loss of internet connection during the check and the data could not be recovered at the end

IT issues: there was a problem with the digital device the pupil was using - for example, device failure or power loss

classroom disruption: the pupil was significantly distracted - for example, a fire alarm or building evacuation, illness during the check, or behavioural disruption in the check room

did not complete: the pupil did not complete the check - for example, they accidentally closed the check window

You must notify STA of a pupil restarting the check, by selecting 'Restarts' from the MTC homepage, then 'Select pupils to restart'. If you select a pupil for a restart in error, select 'Remove restart'.

You will need to navigate to 'Generate password and PINs for the official check' and generate a new PIN for pupils who are restarting the check, even if they restart the check on the same day as their original attempt.

If the pupil has taken the check but is not showing as complete, you should follow the information provided in the 'What does each status mean?' section on the 'See how many pupils have completed the official check' page before generating a restart.

If you require further support, you should contact the national curriculum assessments helpline on 0300 303 3013.

4. After the check

4.1 See how many pupils have completed the official check

It is the headteacher's responsibility to ensure that all pupils have a check status of completed or a reason for not taking the check by Friday 21 June.

The 'See how many pupils have completed the official check' page provides useful information to see the progress of your check completion. We recommend check administrators review this page regularly during the administration window to ensure all pupils that have already taken the check, or been recorded as not taking the check, show as 'Complete'.

These statuses are designed to show you what action has been taken for each pupil and allow you to easily identify if any further action is required. Pupils will be recorded against one of the following statuses:

Checks that require action

- Overdue - signed in check not started
- Overdue - check started but not received
- Error in processing

Pupils not started

- Not started
- Restart

Pupils in progress

- PIN generated
- Signed in
- Check in progress
- Check processing

Pupils completed

- Complete
- Reason for not taking the check

The 'What does each status mean?' section on the right side of the 'See how many pupils have completed the official check' page within the MTC service provides further information on each sub-status and next steps for checks that require action. If there are technical issues, such as the data not being returned due to prolonged loss of internet, the pupil may need to restart the check - refer to section 3.6.

Once a pupil has completed the check, we recommend schools wait 30 minutes to ensure the check status has updated before selecting pupils to restart a check - refer to section 3.6.

If you need further advice on resolving pupils with 'checks that require action' after following the information provided in the 'What does each status mean?' section, contact the national curriculum assessments helpline on 0300 303 3013.

4.2 The headteacher's declaration form

Headteachers must submit the HDF to confirm this check administration guidance has been followed. The deadline for completing the HDF is 5pm on Friday 21 June.

In the absence of the headteacher, a delegated senior member of staff should submit this declaration.

Headteachers cannot complete the HDF until all pupils have completed the check or have a reason recorded for not taking the check. Failure to complete the HDF by the deadline may result in a maladministration investigation and prevents results from being released.

The HDF confirms that either:

the school administered the check according to this guidance

no pupils took the check, but the school has recorded them correctly with a reason for not taking the check

the school were not able to confirm the statements above, but have reported any issues to STA

Once submitted, you cannot amend the HDF so you should report any mistakes to the national curriculum assessments helpline on 0300 303 3013.

4.3 View pupil results

Pupils will not see their individual results when they complete the check. Schools will see results (a total score for each pupil) in the 'View pupil results' section of the MTC service from Monday 24 June, providing:

all pupils have completed the check or have a reason recorded for not taking the check

the HDF has been submitted

There is no expected standard threshold for the MTC, but higher scores indicate greater proficiency in fluently recalling multiplication tables.

Schools can download a common transfer file (CTF) containing their MTC results, which they can upload into their management information system. Schools should download any required data by the end of the 2024 summer term.

DfE will not publish school-level results for the MTC to the public, but there will be a statistical publication at national and local authority level. Pupil and school-level results will be made available in Analyse School Performance (ASP). Pupil-level data will also be released in Get Information about Pupils (GIAP).

4.4 Feedback

There will be a survey on the MTC service homepage from Monday 3 June, where teachers can provide feedback.

Pupils will also be asked for their feedback once they have completed the official check.

Feedback is optional and we will use responses to help improve the service for future years.

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The multiplication tables check (MTC) is statutory for all year 4 pupils registered at state-funded maintained schools, special schools and academies, including free schools, in England. This guidance is for schools administering the MTC and expands on section 10 of the 2024 key stage 2 (KS2) assessment and reporting arrangements (ARA).

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