Educational Assessment System Reform

Al Pinkerton Excerpts

Wednesday 15th October 2025 Westminster Hall

[Vikki Slade (Mid Dorset and North Poole) (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 the debate.

The current assessment system is failing our children, our teachers and our society. A combination of factors is at play: the focus of school inspections and parental choice on arbitrary pass rates; the narrowing of the curriculum, which devalues creative and vocational subjects; the failure to maintain school funding, which leaves headteachers little choice but to run schools on a shoestring; the explosion in poor mental health and additional educational needs; the long-term impact of the pandemic on children and learning; and the move to digital, which is increasing the pace of life and risks leaving so many children behind.

I should be clear that assessments of progress are important. There is value in benchmarking our children against age-related expectations, using their progress to assess the quality of teaching and helping parents to find the right schools for their children. For most children, it is also reasonable to feel some level of stress. That is a natural part of life, and understanding how we respond to it helps us with our own coping mechanisms and helps us to deal with bigger stressful life events as we grow up. However, it is fairly obvious that some children are not going to meet the so-called normal expectations.

Let me tell the story of a very special child. To protect their identity, I am calling them Taylor. They could not do their alphabet when they started school; they failed their phonics, their key stage 1 test and their key stage 2 SATs. They were finally placed on the SEN register at around 11, but they were not supported. They were assessed as having a reading age of seven years and nine months at age 14, yet the school forced them to continue with a full eight GCSE programme. The school forced them to progress in English and maths knowing they were destined to fail. The mental health impact of failing everything throughout their whole childhood was so devastating, on top of covid and the other pressures on their young life, that they ended up out of school and out of hope. They ended year 11 with no qualifications and no school.

Their story is far from unique—500 children a day are referred to mental health services for anxiety and four in five education leaders say that reformed GCSEs have created greater levels of stress and anxiety. Just under half the children who fail to make the grade at 16 were judged as falling behind at the age of just five. Those children, when identified early, can be stopped from failing throughout their life. They are not stupid; they learn differently, and they need a more inclusive school, a better curriculum and a system that is based not on remembering stuff, but on applying their skills and talents to help them to meet their potential.

[Dr Al Pinkerton (Surrey Heath) (LD)]

I recognise that my constituency has a bad name in this area, because it was largely my predecessor MP who introduced the kind of memorising curriculum that my hon. Friend refers to. Does my hon. Friend agree that to preserve the mental health of our young people, and to maximise their human capacity, there is no point in just testing their ability to remember and regurgitate after two years? Instead, we should engage their creativity and critical thinking skills, and go back to some element of continuous assessment.

[Vikki Slade]

I absolutely agree. I thank my hon. Friend for his intervention and allowing me to pause in my emotion. My constituent Kaisey did not pass her English and maths GCSEs. She got close, but she was forced to resit them at college where she went backwards. Now she is being blocked from progressing on her chosen course in animation, and her mum is being told that her daughter cannot access functional English and maths until she is 19, despite her passing the level 2 creative courses that would allow her to progress. A special school would allow her to take those functional courses. Her mum said:

“The resit crisis is leaving students feeling failures and is demoralising, especially to SEN students who may never be able to achieve a Grade 4”.

There is no reason why these children should be forced into a cycle of doom.

To go back to Taylor and what happened to him, he has now been scooped up by the brilliant special Linwood school, where the staff have rebuilt his self-esteem. He flew through his functional English, he is now on to maths, he has passed a home cooking BTEC, and he aspires to be a teaching assistant in a school for autistic children. I want to challenge the Minister on removing the forced retakes of English and maths GCSEs, having a more holistic range of courses and, as some of us just heard in the Dingley’s Promise roundtable, having reasonable adjustments in classrooms to help every child to learn and achieve better outcomes, and to improve their happiness.