A recent teaching survey of 2,300 National Union of Teachers (NUT) primary members has revealed SATs are having damaging ramifications for both children and schools. Each year thousands of primary school children across the UK who undertake the National Curriculum tests are producing ‘unreliable data,’ causing some pupils to be incorrectly labelled as low ability, and others to go on to secondary school with “unrealistically” high grades.    

In April the House of Commons Education Committee raised concerns over the mental health of young children as an impact of the pressure placed on them to pass the tests. The survey revealed 94 per cent of those who teachers who took part in the survey agreed with the Committee board. Based on personal experience, teachers have noted that summer born children tend to have an unfair disadvantage and 33 per cent said that children eligible for school meals were also negatively affected (a common indicator of disadvantage).

• 96 per cent said that preparation of SATs does not support children’s access to a broad and balanced curriculum
• 93 per cent said that workload has increased as a consequence of the recent changes to the SATs exams

In response to the survey, 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• “The children who have a very low chance of passing the tests are withdrawn from interventions as the year goes on so that the focus is on borderline children.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.”
• “The current system does not enable schools, teachers, children and their families to celebrate the success of children who do not reach the expected standard.”
• “Children who know they are not on track to achieve the national standard feel anxious. They should be able to feel proud of how much they have progressed rather than being given a result that shows they have failed.

The lack of recognition could be seen to have a “damaging impact” on many children’s self-esteem, negatively impacting on their willingness to learn in later years. Primary school SATs are having damaging consequences on young children. Over the last few years both Key Stage 1 and 2 SATs exams have been under the spotlight with many parents and school leaders of the opinion that they put children under too much pressure at too young an age. In 2016, parents across the UK took their children out of school for a day’s protest over the exams to demonstrate the benefits of creative learning away from rigorous testing. Pressure on schools to compete in national league tables has led to pupils being taught a narrower curriculum, the Education Committee heard earlier this year. Teachers have focused their attention on Maths, English and Science subjects covered in SATs, resulting in neglecting creative subjects such as Art, Music and Humanities. The Government has since agreed to scrap SATs for six and seven-year olds starting next year, but concerns have been raised this may only increase the burden for children facing the Year 6 assessments. A new Key Stage 2 curriculum brought in last year was said to have made the end of year tests especially tough, resulting in several teachers and parents complaining of children left in tears and having panic attacks. Many schools have faced a continued recruitment crisis.

As result of the pressure around the Key Stage tests. Teachers do not want the additional pressure, the work overload and unrealistic expectations the SATs bring.  

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.”