Educational Assessment System Reform

Adam Dance Excerpts

Wednesday 15th October 2025 Westminster Hall

[Adam Dance (Yeovil) (LD)]

It is a pleasure to serve with you in the Chair, Ms Lewell. I thank the hon. Member for Hertford and Stortford (Josh Dean) for securing this debate.

With severe attention deficit hyperactivity disorder and dyslexia, I struggled at school and hated exams. The current system of exam-based learning has a role to play in higher education, but it is far from perfect. Today I will focus on the changes we can make to the assessment system so that it is fairer on neurodiverse students because there is an attainment gap. The British Dyslexia Association found that in the 2023-24 academic year, just two in 10 students with special educational needs achieved a grade 5 or above in English and maths GCSE, compared with over half the students without SEND—that is an attainment gap of over 30%. Current assessments, such as GCSEs, are focused on an intense number of written exams, which favour good memory recall, fluent reading and writing and correct spelling in a high-pressure, timed environment.

When someone’s strength lies in creative thinking, problem solving or practical or artistic work, then exams are not testing or rewarding for their strengths. While assistive technologies can make a huge difference, they are not available for too many neurodiverse people. The BDA found that only one in five dyslexic pupils say they have access to assistive technology at school—that is shocking. The bigger problem is that too many neurodiverse kids do not have their needs identified at all. I come back to to dyslexia: 80% of dyslexics will leave school without their needs formally identified—unless, of course, they are lucky enough to come from a high income family, as 90% of children from households earning over £100,000 have a formal diagnosis, according to the BDA. That is just not fair. The result is not just an attainment gap, but damage to mental health. Seven in 10 people with dyslexia say it has made them feel bad about themselves—I know that all too well. Nearly eight in 10 say people assume they are not clever.

I have a list of demands for the Minister today—and they are demands, because things as they stand really are not good enough. One, identify and support needs for early universal screening and better teacher training on neurodivergence. I have written to the Minister to ask for a meeting on that and I am still waiting to hear back. Two, reduce the intensity and number of exams and have more coursework or continuous assessments where possible. Three, introduce and properly invest in more vocational and functional pathways. Yeovil college in my constituency is fantastic at that. Four, invest in access to assistive technologies and integrate it into teacher training and testing as early as possible. Five, get a designated mental health professional in every school who is trained to support SEND children with anxiety at school. Finally, look at removing spelling, punctuation, and grammar marks from non-English exams.

As listeners can tell, I struggle even reading my own speech. People are struggling on a daily basis and we need that support. If we act on this, we can finally move towards an education system that teaches and tests for the strengths in all of us. Surely that can only be a good thing.