Vikki Slade

It is a pleasure to serve with you in the Chair, Ms Lewell. I thank the hon. Member for Hertford and Stortford (Josh Dean) for securing the debate. The current assessment system is failing our children, our teachers and our society. A combination of factors is at play: the focus of school inspections and parental choice on arbitrary pass rates; the narrowing of the curriculum, which devalues creative and vocational subjects; the failure to maintain school funding, which leaves headteachers little choice but to run schools on a shoestring; the explosion in poor mental health and additional educational needs; the long-term impact of the pandemic on children and learning; and the move to digital, which is increasing the pace of life and risks leaving so many children behind. I should be clear that assessments of progress are important. There is value in benchmarking our children against age-related expectations, using their progress to assess the quality of teaching and helping parents to find the right schools for their children. For most children, it is also reasonable to feel some level of stress. That is a natural part of life, and understanding how we respond to it helps us with our own coping mechanisms and helps us to deal with bigger stressful life events as we grow up. However, it is fairly obvious that some children are not going to meet the so-called normal expectations. Let me tell the story of a very special child. To protect their identity, I am calling them Taylor. They could not do their alphabet when they started school; they failed their phonics, their key stage 1 test and their key stage 2 SATs. They were finally placed on the SEN register at around 11, but they were not supported. They were assessed as having a reading age of seven years and nine months at age 14, yet the school forced them to continue with a full eight GCSE programme. The school forced them to progress in English and maths knowing they were destined to fail. The mental health impact of failing everything throughout their whole childhood was so devastating, on top of covid and the other pressures on their young life, that they ended up out of school and out of hope. They ended year 11 with no qualifications and no school. Their story is far from unique—500 children a day are referred to mental health services for anxiety and four in five education leaders say that reformed GCSEs have created greater levels of stress and anxiety. Just under half the children who fail to make the grade at 16 were judged as falling behind at the age of just five. Those children, when identified early, can be stopped from failing throughout their life. They are not stupid; they learn differently, and they need a more inclusive school, a better curriculum and a system that is based not on remembering stuff, but on applying their skills and talents to help them to meet their potential.