• Over a third of parents of pupils in year 6 with
SEND say they did not want to go to school or could not sleep
because of SATs
• 88% report their child was worried about taking
SATs while over three-quarters of all parents surveyed say their
child was worried about the primary exams
• Headteachers from across the country visit
Westminster today (Tuesday 8 July) to call for substantial reform
Sleeping badly, not wanting to go to school and worrying about
their future: as 10- and 11-year-olds receive their SATs results
today (Tuesday 8 July), new research from campaign group More
Than A Score reveals the effects of the primary exams on their
mental health, well-being and family life as a whole - with the
worst effects experienced by children with special educational
needs (SEND).
The research from Omnisis reveals that SATs cause a significant
crisis for children with SEND: 88% of those parents described
their child as being worried about this year's tests (the
national figure was 78%). One in five parents of children with
SEND (double the national figure) described their child as being
very worried about this year's tests.
Negative effects of preparing for the tests for children with
SEND included: not wanting to go to school (32% of parents
surveyed agreed), not sleeping well (35% of parents agreed) and
low self esteem (26% of parents agreed).
The national picture for all children in year 6 highlighted
specific worries. While almost half were concerned about failing
(42%; 45% for children with SEND), one in five were concerned the
tests would impact their future. Almost a third were worried
about being embarrassed if they did not do well (31%; 40% for
children with SEND) or that they were simply “not clever enough” (29%; 39% for children with
SEND).
The negative effects of SATs also affected family life: 78% of
parents of children with SEND, and 61% of all parents surveyed,
reported downsides. These included: taking time away from family
activities (23%) and disrupting family routines (20%). One in
five parents agreed that preparing for SATs caused worry for
other members of the family specifically relating to the mental
health of the year 6 child (32% for children with SEND).
Parent Kirsti Hadley from Brighton comments, “SATs were a catastrophe for my son. That's when his
serious school avoidance started. By cramming for SATs all
through year 6, piling on the pressure and making so many
children feel like failures and even fall sick, the year-long
preparation for these tests kills children's innate love of
learning. Everybody agrees - the parents, the children, the
teachers. It's time to change the whole primary assessment
system."
As SATs results are released today, a group of headteachers
from across the country — including Lancashire, Birmingham,
Essex, Brighton and London — is visiting parliament to make the
case for substantial reform of the primary assessment system. MPs
and peers will have the chance to try SATs questions for
themselves, supervised by year 6 pupils.
James Searjeant, headteacher, Wyborne Primary School in London,
comments, “Along with parents, we do all we can to make the SATs
process as stress-free as possible. But the system is working
against us all, and especially against children with SEND. When
10- and 11-year-olds are made to sit high-pressure exams and
schools are judged on the results, the negative consequences are
inevitable.
“Of course, schools should be accountable and of course parents
want to know that their children are where they should be
academically. We want to give children the most rounded and
inspiring education in primary. We are calling for a fairer, more
accurate way to assess children and measure school performance.”
The government's Curriculum and Assessment Review will deliver
its final report in autumn and More Than A Score hopes it will
take account of the views of the vast majority of school leaders,
teachers and parents.
Alison Ali, spokesperson for the campaign comments, “Any parent
whose child has been through year 6 will recognise the results of
this research. Year 6 should be an inspiring, fun year - setting
children up for secondary in the best way. Instead, it is
dominated by cramming for exams in English and maths and children
feeling under immense pressure. For children with SEND, in
particular, the effects can be devastating.
“The government must recognise the unintended negative
consequences of the current system. It's time to prioritise
children's wellbeing and love of learning.”
Ends
Notes to editors:
Omnisis surveyed 750 parents or carers of children in year 6 in
state primary schools in England, May 2025
