Steve Witherden

It is a pleasure to serve under your chairship, Ms Lewell. Before being elected, I spent nearly two decades as a teacher. I know all too well the realities of working in a system that prioritises teaching to the test at the expense of a creative curriculum, broader educational experiences and, most importantly, pupil wellbeing. As chair of the all-party parliamentary group for education, I recently led an inquiry into the loss of love of learning. It found that current assessment practices have a significant impact on students’ engagement with, and attitudes towards, learning. One submission highlighted that a system which frames learning through a lens of student deficit rather than progress ultimately ends up demotivating learners and narrowing their sense of possibility. When education is reduced to a means of securing exam results, we lose the intrinsic joy and value of learning itself. One of the most powerful moments during the inquiry came when a group of primary school children from Wales visited Parliament to give evidence. They were genuinely surprised and, frankly, horrified to learn about the pressure and stress their peers in England face when preparing for SATs—and they were right to be shocked. In England, SATs preparation dominates much of the year 6 curriculum, leaving little room for creativity, exploration or deeper understanding. Research from More Than a Score found that over three quarters of parents believe that SATs have a detrimental impact on their child’s mental health. More than a third reported that their children were not sleeping properly in the run-up to the exams. Of course, that pressure does not end in primary school. GCSEs and A-levels occupy multiple years of a young person’s life and subject them to immense stress. According to YoungMinds, pupils sitting their exams last summer reported elevated levels of anxiety, self-harm and even suicidal thoughts. Current systems also disproportionately disadvantage pupils with special educational needs and disabilities—or additional learning needs, as they are known in Wales—as well as those experiencing mental health issues or growing up in a socioeconomically disadvantaged circumstance.