Iqbal Mohamed

It is a pleasure to serve under your chairship, Ms Lewell. I thank the hon. Member for Hertford and Stortford (Josh Dean) for securing this important debate. For everybody in this room and every educationalist across the country, the aim is to get the best from every child at every age, from kindergarten through primary, secondary and whatever path they choose to take going forward, whether it is university or apprenticeships. However, where we are with our education system and our assessment system does not help us get to that point. As we have heard, our exam system is pushing young people to their limits. For some, exams are the right tool and they are excited by them—they are built for the exams and will show the best version of themselves—but for many, exams are not that vehicle. Last summer, nearly two thirds of students sitting their GCSEs and A-levels said that they struggled to cope, with many reporting panic attacks, self-harm and even suicidal thoughts. Over a third of 10 and 11-year-olds said SATs made them feel ill, and more than half worried about their abilities for the first time. Those figures tell us something is profoundly wrong. Our assessment system is damaging the very young people it is meant to serve. We have created an environment where success is defined by performance in a few hours of high-stakes exams, rather than by sustained learning or genuine understanding. Only around 5% of primary school leaders believe that SATs reflect a child’s true ability, and just 3% think that they accurately measure school performance. Exams are meant to measure learning, not resilience under stress. We need a system that uses a fairer mix of assessment methods, combining exams with course work, project work and modular or digital assessments to better reflect the diverse strengths of every student.