Rachael Maskell

It is a pleasure to serve with you in the Chair, Ms Lewell. I congratulate the hon. Member for Hertford and Stortford (Josh Dean) on securing today’s debate. The assessment system is so broken that it is breaking our young people. It shows that those who can pass exams do well and those who cannot do not do so well. It assesses what people cannot recall or pull together as opposed to emphasising their strengths and building on their knowledge base, skills and talents. I have long researched this issue and believe it is time for the Government to be bold and welcome this review. The level of mental health issues, stress, trauma and anxiety among our young people is unsustainable. We have to change course. That is why I support the recommendation to scrap the SATs assessments, which place such pressure on our young people. There are other forms of assessment that can continue to map a child’s journey. Assessment should be a continual process for educators, to stretch their pupils and ensure that students can move on to the next stage of their learning. That is what we should do: enable teachers to use their professional skills to maximise a child’s learning journey, stretch their creativity and give them a hunger to explore curiosity and critical thinking—the skills that are so needed in our economy today and which employers often say are so lacking among new starters. Every child learns differently so the way they are assessed should reflect that diversity so that the fullness of their learning journey can be reflected in the assessments. I hope that we adopt a much more comprehensive form of assessment, in which we look at the diversity of how children express themselves. That should also be ongoing: people who can cram for exams have an advantage over those who process information and apply skills in very different ways. I say again in this Chamber that I recommend listening to the work of Sir Ken Robinson, which highlights how the education and assessment system must change. Scrap the SATs. We do not need them in our education system. It is not right that young children should be so stressed. I have a challenge for the Government around GCSEs, given that children do not leave school any more. We need to think about how we prepare our young people for the next stages of life, showing that they have proficiency in their learning and encouraging children to stay with and enjoy their learning. If we are to prepare people for the rest of their lives, when they will not continue to sit exams, let us think about portfolios of assignments—learning journals and project work that reflects the reality of the society that we live in. Let us enable people to have those portfolios that they can use as evidence. That would involve the skills needed and mean we could assess better through a modulated system.