You open your child’s school report...
There’s a number — 97? 103? — followed by a string of mysterious abbreviations:
EXS. GDS. ARE. GLD. WT.
At this point, many parents do what parents across the country have quietly been doing for years:
open a new tab and start Googling.
You are absolutely not alone.
As teachers, we love an acronym. Honestly, we can turn almost anything into four capital letters. Somewhere along the line, school reports became filled with educational shorthand and parents were just expected to magically know what it all meant. (Sorry about that.)
So here’s a plain-English guide to understanding what school reports are actually telling you — and, importantly, what they aren’t.
In Year 2 and Year 6 SATs, children’s raw test scores are converted into a scaled score.
This helps make results fair nationally, because the difficulty of test papers changes slightly every year.
Here’s the key thing parents need to know:
It does not mean:
It simply means they met the nationally expected level for that year group.
In fact, children often only need around 50–70% of the paper correct (depending on the test) to achieve a scaled score of 100.
Scaled scores usually range from:
| Scaled Score | What It Generally Means |
|---|---|
| 110–120 | High attainment / greater depth |
| 100–109 | At or above expected standard |
| 90–99 | Slightly below expected standard |
| Below 90 | Significantly below expected standard |
Again, a score below 100 does not automatically mean something is seriously wrong.
It means your child is currently working below the nationally expected level for that age group — on one assessment, on one day.
And that’s important, because a scaled score only tells you a very small part of the story.
It does not measure:
A child can make brilliant progress across the year and still score below 100. Equally, some children score highly while still struggling in confidence day to day.
Most teachers care far more about progress than one isolated number.
Scaled scores are generally used in KS1 and KS2 for:
Writing is assessed separately by teachers.
No parent has ever opened a report and thought:
“Ah yes, EXS. Of course.”
So here’s the translation guide:
EYFS (Reception)
In Reception, children are assessed against the Early Years Foundation Stage (EYFS) goals.
You may see:
| Descriptor | Meaning |
|---|---|
| Emerging | Not yet meeting expected developmental goals |
| Expected | Meeting the goals expected for their age |
| Exceeding | Above expected level (used less commonly now) |
You may also hear:
GLD = Good Level of Development
This means a child has reached the expected level overall and is considered ready for Year 1 learning.
KS1 and KS2
From Years 1–6, schools often use these descriptors:
| Acronym | Meaning |
|---|---|
| WT | Working Towards |
| EXS | Expected Standard |
| GDS | Greater Depth Standard |
| ARE | Age Related Expectations |
In plain English:
Your child has not yet fully reached the end-of-year expectations for their current year group.
Your child is working at the level expected for their age.
Your child is working confidently and securely above the expected level.
The curriculum goals children are expected to reach by the end of that school year.
This is the bit that catches lots of parents out.
Children are assessed against what they are expected to achieve by July.
So if your child is marked as:
…that can be completely normal.
Teachers are measuring children against a full year’s worth of learning — including things they may not even have been taught yet.
Children are not expected to walk into school in September already meeting July expectations (thank goodness).
Schools are usually looking for:
—not instant perfection.
Yes — absolutely.
“Expected” in Year 1 is very different from “expected” in Year 6.
Every year group has its own curriculum goals and increasing levels of challenge.
For example:
So when a report says your child is “working at expected”, it always means:
—not some fixed national level that stays the same forever.
Not exactly.
All state schools follow the National Curriculum, but schools can choose different ways to report progress.
Some schools use:
Which is why reports can look wildly different from school to school.
The underlying national expectations are broadly the same — but the way schools present them often isn’t.
(Teachers also love inventing new tracking systems every few years. We know. We’re tired too.)
A quick note about private schools -
Independent and private schools do not have to follow the National Curriculum in the same way state schools do.
That means they may:
Some private schools still use terms similar to ARE, EXS or scaled scores, while others create their own tracking systems entirely.
So if your child is in an independent school and their report looks very different from the examples above — that is completely normal.
(Unfortunately, there isn't one universal language for reports).
A single “working towards” judgement is not a panic button.
Children develop at very different rates, and progress is rarely perfectly straight upwards.
It may be worth speaking with school if:
Usually, the most useful question is not:
“What level are they?”
It’s:
“Are they making progress?”
That’s the question teachers are usually focusing on too.
Honestly, many parents secretly Google these terms every year.
School reports can sometimes feel like they were written using an educational bingo wheel.
If something worries or confuses you, it is completely okay to ask:
Teachers expect these questions far more often than parents realise.
Sometimes a five-minute conversation gives far more clarity than three pages of report jargon.
A school report is one snapshot of your child at one moment in time.
It cannot measure:
And it definitely cannot measure how hard your child may be trying behind the scenes.
Academic progress matters — but children develop unevenly, and many flourish later once confidence, maturity or the right support clicks into place.
Those things matter too… even if schools haven’t invented an acronym for them yet.
As a parent, you've probably heard about the importance of times tables. But you might be wondering: why do they matter so much, and what's the best way to help your child learn them?
The good news is that modern research gives us clear answers. Times tables aren't just about memorisation—they're a foundation that helps your child succeed in mathematics for years to come.
When children become fluent with their multiplication facts, something powerful happens. According to the National Centre for Excellence in the Teaching of Mathematics (NCETM), knowing times tables frees up working memory. This means your child can focus their mental energy on understanding fractions, decimals, percentages and problem-solving, rather than getting stuck on basic calculations.
But here's what many parents don't realise: instant recall is not the goal. Recent research from the University of Nottingham is crystal clear—speed of recall alone isn't enough, and for many children, the pressure to answer quickly can actually be harmful.
What truly matters is that your child has a method to work out the answer and understands how to apply multiplication in real mathematical problems. A child who can confidently work out 7 × 8 by thinking "I know 7 × 7 is 49, so 7 × 8 is 49 + 7 = 56" is demonstrating excellent mathematical thinking. They may take a few seconds longer than instant recall, but they're building the kind of flexible, strategic thinking that leads to success in higher-level maths.
Instant recall is wonderful if it develops naturally, but getting answers quickly without understanding how to use them is far less valuable than having reliable strategies and knowing when and why to multiply.
Before diving into specific tools and activities, it's helpful to understand what actually works.
Start with Understanding, Not Just Memorising
Research shows that children learn times tables most effectively when they see them as meaningful number patterns and relationships. This approach reduces anxiety and helps facts stick in long-term memory. When children understand why 6 × 4 equals 24 (perhaps by thinking of it as six groups of four, or double 3 × 4), they develop mathematical thinking alongside recall.
Combine Strategy with Practice
Memory grows stronger when supported by strategies like skip counting, using facts they already know, and visual models like arrays. Engaging practice works better than rote repetition alone. This is why varied, enjoyable activities produce better results than endless worksheets.
Keep It Fun and Pressure-Free
Games, hands-on materials and interactive tools make practice more effective, especially for children who find timed drills stressful. Making times tables practice enjoyable isn't "soft"—it's evidence-based teaching.
Here are some effective digital resources that support times tables learning without overemphasising speed at the expense of understanding:
SplashLearn offers interactive, adaptive games that let children practise times tables at their own level. You can customise the challenges to focus on specific tables or broader multiplication skills, making it ideal for targeted practice at home.
Best for: Independent practice, homework reinforcement, and children who respond well to visual and game-based learning.
This popular platform is used in many UK schools and uses gamification to motivate regular engagement with multiplication facts. Many children genuinely enjoy the game-based format and the continuity between school and home practice.
Best for: Regular practice and maintaining engagement for children who enjoy competitive elements.
Important consideration: While TTRS can be effective for some learners, the heavy emphasis on speed can be incredibly off-putting and damaging for children who struggle with maths. If your child finds the timed pressure stressful or becomes anxious about "not being fast enough," this is a sign that speed-focused practice isn't helping them right now.
For struggling mathematicians, building confidence through strategy and understanding matters far more than beating the clock. If TTRS causes stress, it's absolutely fine to focus on other approaches that prioritise thinking over speed. Your child's mathematical wellbeing and confidence are more important than their TTRS score.
This established platform offers mathematics challenges including multiplication practice across devices, with progress tracking and motivational features like World Maths Day competitions.
Best for: Blended maths practice that connects core multiplication skills to broader mathematical learning.
A curated collection of maths apps and games built around core arithmetic concepts, offering varied practice beyond simple drills.
Best for: Exploration and variety in practice approaches.
Research and classroom practice both confirm that hands-on and playful activities help solidify times tables understanding.
Paper Fortune Teller (Cootie Catcher) Create a times table fortune teller with questions and answers hidden in the folds. Children love the novelty, and it makes recall practice feel like play rather than work.
Card and Board Games Simple card matching games or race-style activities turn repetition into fun competition. These work especially well for family game time.
Grids and Charts Times table grids help children spot patterns in multiplication, transforming what could be rote lists into visual relationships they can explore and understand.
Arrays and Counters Using physical objects or drawings to show multiplication (like arranging 3 rows of 4 counters to show 3 × 4) helps children connect abstract facts to concrete examples.
Flashcards, riddles and puzzle worksheets support short bursts of practice without pressure. These are perfect for car journeys or quick practice sessions before dinner.
This is important, so it deserves its own section.
Many schools emphasise rapid recall of times tables, and there's often pressure for children to answer multiplication questions in seconds. While fluent recall is helpful, the emphasis on speed puts enormous pressure on children who struggle with maths—and it's often unhelpful pressure.
Here's the truth: a child who can work out 8 × 6 by thinking "8 × 5 = 40, plus another 8 = 48" is doing excellent mathematics, even if it takes them 10 seconds instead of 2. They're using number relationships, applying known facts, and demonstrating the kind of flexible thinking that leads to real mathematical success.
The child who has memorised that 8 × 6 = 48 and can recall it instantly has a useful skill—but if they don't understand why it's 48, or can't apply multiplication to solve actual problems, that instant recall has limited value.
For struggling mathematicians, speed pressure can be actively harmful. It can create maths anxiety, erode confidence, and make children feel like they're "just not good at maths" when actually they're thinking mathematically just fine—they simply need a bit more time.
If your child struggles with instant recall but can work out answers using reliable methods, celebrate that. They're building the foundation for mathematical thinking that matters far more than beating a timer. Instant recall often develops naturally over time once understanding and confidence are in place.
You've probably heard about the statutory Multiplication Tables Check (MTC) that all Year 4 children in England take. Let's talk about this honestly.
What the test involves:
The reality for parents: The MTC was introduced with good intentions—ensuring all children have times tables knowledge is genuinely important. However, the implementation is problematic in several ways:
What this means for your child:
If your child is confident with instant recall and comfortable with computer-based tests, the MTC won't be an issue. But if your child struggles with maths, has working memory difficulties, processing differences, or test anxiety, this test can feel disproportionately stressful.
Here's what's important to remember: passing or not passing the MTC tells you very little about your child's actual mathematical ability or potential. A child who doesn't meet the threshold but has solid strategies and can apply multiplication in real situations is mathematically stronger than one who passes through memorisation alone.
Supporting your child through the MTC:
The test is a hoop to jump through, not a verdict on your child's intelligence or mathematical future. What happens after Year 4—the understanding, confidence and problem-solving ability they develop—matters infinitely more than their MTC score.
Here's how to make times tables practice both effective and confidence-building:
Little and Often Wins the Race Short, daily practice sessions (even just 5-10 minutes) help transfer knowledge into long-term memory more effectively than occasional long sessions.
Praise the Thinking, Not Just the Answer When your child gets an answer right, ask "How did you work that out?" Celebrating their strategies builds deeper understanding and shows them that thinking mathematically matters more than speed. If your child takes time to work out an answer using a method, that's something to be genuinely proud of.
Focus on Application, Not Just Recall The real test of times tables knowledge isn't whether your child can rattle off 7 × 8 = 56, but whether they can use multiplication to solve problems. Can they work out how many days in 7 weeks? How much 8 bags of apples cost at £7 each? When children see multiplication as a useful tool rather than a test to pass, it becomes far more meaningful.
Let Strategy Come Before Speed Encourage your child to develop reliable methods: doubling and halving, using facts they know to work out ones they don't, skip counting, or visualising arrays. Once these strategies become comfortable and automatic, speed often follows naturally. Pushing for speed before methods are secure usually backfires.
Mix Your Methods Blend apps, games, hands-on materials and discussion to match your child's learning style. What works one day might need variety the next—that's completely normal.
Make It Real Look for multiplication in everyday life: doubling a recipe, calculating the cost of multiple items at the shop, or working out how many legs eight cats have. When maths feels useful and real, children engage more naturally.
Keep It Positive If your child finds times tables difficult, remember that struggle is part of learning. Avoid comparison with siblings or friends. Every child learns at their own pace, and your encouragement makes all the difference.
Most importantly: If speed-focused activities or timed tests are causing your child stress, anxiety, or making them feel like they're "bad at maths," please trust your instinct to step back from those approaches. A child who develops maths anxiety rarely catches up by being put under more pressure. They catch up by building confidence, understanding, and a toolkit of reliable strategies in a supportive environment.
Times tables are an important stepping stone in your child's mathematical journey. Research supports a clear message: fluency built on understanding, strategy and varied practice is the most effective path to confident maths learning. Speed of recall is not the goal—having reliable methods to get answers and knowing how to apply multiplication is what truly matters.
As a parent, you don't need to be a maths expert. You just need to provide opportunities for regular, positive practice using a mix of tools and approaches that keep your child engaged and thinking. Most importantly, you can protect your child from unhelpful pressure by remembering that a mathematician who takes their time and gets it right is doing brilliant maths.
The combination of school teaching and your home support can transform what might feel stressful into something genuinely enjoyable and empowering. When children feel confident with their methods and understand how to use multiplication, they approach all of mathematics with greater self-belief—and that's a gift that extends far beyond the classroom.
Remember: A child who can work out 7 × 8 = 56 in five seconds using a strategy they understand is a far stronger mathematician than one who has memorised it but doesn't know when or how to use it.
Looking for more support? Whether you're preparing for the Year 4 MTC or simply want to build your child's mathematical confidence through personalised, research-informed approaches that prioritise understanding over pressure, our tutors can help. We focus on developing the strategies, understanding and confidence that lead to genuine mathematical success—not just test scores. Get in touch to find out how we can support your child's maths journey.