There are many voices, much louder than ours, shouting about the inappropriate nature of the Year 6 SAT papers – particularly the Spelling Punctuation and Grammar (SPaG) so widely criticised by authors and literary experts. Children’s Author Michael Rosen is a great source of information regarding the farcical nature of the Year 6 SPaG.
In 2017 The Education Select Committee severely criticised the tests and the high stakes nature of the system. Teachers express their massive concerns about what the tests are doing to the final years of primary schools and parents are beginning to take matter into their own hands to protect their children and those who will follow in future years.
This research shows what parents can do to protect children from the high stakes testing system and be part of the an overhaul of the broken system…
Anecdotal evidence of children displaying signs of stress and anxiety have led some to question whether the DfE really has the child’s best interests at heart… some of the quotes from our facebook page can be found in this statement… Statement 16th May – QUOTES
- National Union of Teachers have stated that “Teachers are in despair about the health and well-being of their children and the damage to education brought about by these flawed tests.”
- The Association of Teachers and Lecturers state that “Unfortunately, there is also much evidence that the current system of high-stakes summative testing can hamper effective formative assessment…. which distract (teacher) time and energies away from teaching
- NASUWT have stated that the government’s approach to primary testing in 2016 was “unsustainable and educationally flawed”
- NAHT have stated that a complete overhaul of Primary assessment is required launching a full review of assessment in May 2016.
ATL (Association of Teachers and Lecturers) reports that
Independent research and reports by organisations including the House of Commons Schools Select Committee, the Qualifications and Curriculum Authority, Her Majesty’s Chief Inspector of Schools and leading academic bodies shows that the pressures on schools to raise results have had damaging side-effects. These have included pupils being taught a limited and unbalanced curriculum, particularly but not exclusively in year 6, as teachers feel constrained to tailor their teaching towards test preparation; the effects on children of the increased emphasis on assessment performance, including excessive stress felt by some pupils; and the concentration by schools on particular groups of pupils whose performance is on the borderline of success or failure under government indicators.
They go on to state that..
Secondary schools also lack confidence in the results of SATs taken in year six, as demonstrated by the fact that a high proportion give pupils a fresh set of tests in the first term of year seven…
See FULL ARTICLE on assessment and accountability in primary schools
Here’s another good article about why the Year 6 SATs of 2016 were so shambolic!