The way in which primary children are assessed, and primary schools are held to account, is deeply flawed. There are widespread concerns in schools about the accuracy and appropriateness of the national statutory assessments, the impact of these on both children’s and teachers’ wellbeing, and the unintended consequences of the current approach.
The government has already made some positive steps to improve the current system, including the changes announced by the Secretary of State in October 2016. This consultation includes some thoughtful and sensible proposals which, implemented, could lead to further improvements. These include:
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enabling the progress schools make with their pupils to be measured from entry to primary school, rather than halfway through their time there;
reducing workload and stress for both children and teachers;
- enabling teachers to better use their professional judgement when assessing children’s attainment and progress.