Steve Witherden

Yes, I agree 100%. In 2025, more than 75% of pupils with SEND and over 90% of those with an education, health and care plan did not meet expected standards in their end-of-primary SATs. Many carry that label of failure into secondary school before they have even had the chance to flourish. As someone who is dyslexic, dyscalculic and was functionally illiterate until the age of 11, I know what it feels like to struggle within a system not designed for people like me. Teachers in schools serving deprived communities consistently report higher levels of pupil anxiety and disengagement related to SATs, compared with their counterparts in more affluent areas. The current high-stakes, one-size-fits-all model is not only outdated; it actively perpetuates inequality. Like Wales, England should abolish SATs. They damage children’s mental health, impose unnecessary stress at a formative age and fail to serve as reliable indicators of pupil or school performance. At GCSE and A-level, we must reduce our dependence on high-stakes, end-of-course exams or on-demand online assessments, which give pupils—particularly those who struggle under timed conditions—greater opportunity to succeed. For far too long, education policy has been shaped by an obsession with measurable outcomes, too often at the expense of the very learners who most need our support. I look forward to the final report of the curriculum and assessment review and urge the Government to respond with both ambition and compassion. Let us move beyond high-stakes learning, reduce anxiety in our classrooms, and above all, restore joy, creativity and a love of learning.