SATS: A SYSTEM WORKING AGAINST CHILDREN WITH SEND

Sleeping badly, not wanting to go to school and worrying about their future: as 10- and 11-year-olds receive their SATs results today (Tuesday 8 July), new research from campaign group More Than A Score reveals the effects of the primary exams on their mental health, well-being and family life as a whole – with the worst effects experienced by children with special educational needs (SEND).

The research from Omnisis reveals that SATs cause a significant crisis for children with SEND: 88% of those parents described their child as being worried about this year’s tests (the national figure was 78%). One in five parents of children with SEND (double the national figure) described their child as being very worried about this year’s tests.

Negative effects of preparing for the tests for children with SEND included: not wanting to go to school (32% of parents surveyed agreed), not sleeping well (35% of parents agreed) and low self esteem (26% of parents agreed).

The national picture for all children in year 6 highlighted specific worries. While almost half were concerned about failing (42%; 45% for children with SEND), one in five were concerned the tests would impact their future. Almost a third were worried about being embarrassed if they did not do well (31%; 40% for children with SEND) or that they were simply “not clever enough” (29%; 39% for children with SEND).

The negative effects of SATs also affected family life: 78% of parents of children with SEND, and 61% of all parents surveyed, reported downsides. These included: taking time away from family activities (23%) and disrupting family routines (20%). One in five parents agreed that preparing for SATs caused worry for other members of the family specifically relating to the mental health of the year 6 child (32% for children with SEND).

Parent Kirsti Hadley from Brighton comments, “SATs were a catastrophe for my son. That’s when his serious school avoidance started. By cramming for SATs all through year 6, piling on the pressure and making so many children feel like failures and even fall sick, the year-long preparation for these tests kills children’s innate love of learning. Everybody agrees – the parents, the children, the teachers. It’s time to change the whole primary assessment system.”

As SATs results are released today, a group of headteachers from across the country — including Lancashire, Birmingham, Essex, Brighton and London — is visiting parliament to make the case for substantial reform of the primary assessment system. MPs and peers will have the chance to try SATs questions for themselves, supervised by year 6 pupils.

James Searjeant, headteacher, Wyborne Primary School in London, comments, “Along with parents, we do all we can to make the SATs process as stress-free as possible. But the system is working against us all, and especially against children with SEND. When 10- and 11-year-olds are made to sit high-pressure exams and schools are judged on the results, the negative consequences are inevitable.

“Of course, schools should be accountable and of course parents want to know that their children are where they should be academically. We want to give children the most rounded and inspiring education in primary. We are calling for a fairer, more accurate way to assess children and measure school performance.”

The government’s Curriculum and Assessment Review will deliver its final report in autumn and More Than A Score hopes it will take account of the views of the vast majority of school leaders, teachers and parents.

Alison Ali, spokesperson for the campaign comments, “Any parent whose child has been through year 6 will recognise the results of this research. Year 6 should be an inspiring, fun year – setting children up for secondary in the best way. Instead, it is dominated by cramming for exams in English and maths and children feeling under immense pressure. For children with SEND, in particular, the effects can be devastating.

“The government must recognise the unintended negative consequences of the current system. It’s time to prioritise children’s wellbeing and love of learning.”