The SATs effect: teachers’ verdict – Summer Term 2017, a
survey of 2,300 National Union of Teachers primary members
(attached), shows that the vast majority of teachers believe the
primary assessment system is broken.
The survey shows a widespread lack of confidence in the
Government’s system of assessment and accountability as it
affects our youngest pupils, as well as a growing conviction that
it needs fundamental change with:
- 94% agreeing with the findings of the House of Commons
Education Committee that the ‘high-stakes system does not improve
teaching and learning in primary schools’.
- 96% saying that preparation for SATs does not support
children’s access to a broad and balanced curriculum.
- 93% saying that changes to SATs have significantly increased
teacher workload at their school.
In hundreds of written responses, members explained the effects
of the primary assessment system:
‘It creates immense pressure on the schools to attain results
and this means too much time and effort on preparing for tests.
As a consequence the children give too much import to the tests
themselves and are under pressure.’
‘The children who have a very low chance of passing the tests
are withdrawn from interventions as the year goes on so that the
focus is on borderline children. Absolutely disgraceful but
senior management are under immense pressure to get the highest
percentage of pass rate.’
‘Children are viewed as data. Children not capable of 'making
it' are discounted so that resources can be focused on cusp
children. Children assessed as 'safe' aren't always given the
support to make progress they deserve.’
Teachers are facing up to the deep problems of the system. The
same cannot be said of the Department for Education, whose
consultation exercise on primary school accountability and
assessment in England closed on 22 June. It has recognised there
are problems, but not thought deeply enough about them. It has
not opened up the necessary debate on the fundamental design of
the assessment system, and proposes virtually no change at KS2.
It has not understood the toxic connection between its demand for
data on school performance – simplified in the form of test
scores – and the educationally impoverished condition of schools.
Kevin Courtney, General Secretary of the National Union of
Teachers, the largest teachers’ union, said:
“The Government will be left in no doubt from this survey that
teachers believe the current assessment and accountability of
England’s primary school children is not fit for purpose. There
is widespread interest among parents, teachers and
educationalists about creating a new assessment system which
supports pupils’ learning rather than serving as a blunt
instrument of school accountability. It is regrettable that this
interest is only palely reflected in the DfE consultation. The
Union will continue to work with its coalition partners in More
than a Score to set out a positive alternative.”
Download
the survey
