Sam Carling

Before the summer recess, I hosted a “Truth about SATs” parliamentary drop-in with educational reform group More Than a Score. It was a great event, with MPs from all sides of the House sitting down to take some mock SATs exams themselves. Lots of colleagues sat there quite relaxed, chatting to others and evidently fairly confident that these exams for 11-year-olds would not be too taxing. Then the worksheets arrived, and faces fell. That is why I hosted the event in the first place; I saw at first hand why over three quarters of parents think SATs harm children’s mental health, and why 93% of headteachers want the Government to review the entire system. The spelling, punctuation and grammar exams are stuffed to the brim with questions such as “What is a fronted adverbial?” and “Circle the modal verb”, and questions about subjunctives, determinants, inverted commas, prepositions and past progressives. We all use these grammatical structures automatically, and of course children need to be able to use them in reading and writing, but these are things that intelligent, hard-working adults up and down the country have trouble identifying, and understandably so. Do we really need such an intensive focus on labelling these devices instead of using them? No one is saying that we should not have high standards, nor is anyone saying that grammar is not important, but there are serious questions about whether that is the best way to teach it. In four—sometimes five—out of seven years of primary school, children are taking statutory exams. The results of those exams, as we have heard, are important to schools as they are used for accountability. Department for Education officials can use key stage 2 performance data when setting criteria for allocating additional funding, which leads to teaching to a test, focusing on a narrower curriculum with the hope that it leads to better scores for the kids, which schools—strapped for funding for years under the last Government—really need. There is a real danger that the exams will put kids off learning for life. Cramming a student’s head full of fronted adverbials and the like is not a recipe for a love of literature and language, funnily enough. This is a key concern of teachers and parents who lament that a focus on spelling, punctuation and grammar tests does nothing to encourage students to think creatively about reading and writing. We need to be clear about what exactly we are testing across the different stages of education. Are we focusing too much on detailed knowledge in some areas when we should be increasing our assessment of broader understanding and skills instead? We now have a Government willing to properly look at the shortcomings of curriculum and assessment, and I really look forward to the outcome of the review. The interim report talks ambitiously about empowering teachers to foster a love of learning. I hope to see more of that thinking in the final report. During my first year here I have had a lot of discussions around the importance of strengthening critical thinking skills earlier in the curriculum, as has been mentioned, particularly in this age we live in of online misinformation and the need to be able to tell truth from fiction from a much younger age than has perhaps been critical in the past. An ambitious and modern review would tackle these problems head on. Although the interim report gives a nod to critical thinking, I would like to see more of a focus there. To conclude, we have a real need to balance assessment, which is necessary to achieve high standards, alongside a curriculum that gives children the freedom to build a curious and inquisitive relationship with learning.