SATs Results

Debate between Angela Rayner and Neil Carmichael

Tuesday 12th July 2016 Commons Chamber

[Angela Rayner]

My hon. Friend is absolutely right. That is why we have to heed the concerns of the professionals. It is a real tragedy when we set children up to fail. The Government need to work with the profession to make sure this year’s mistakes are not repeated and to build a system that works better for children, parents and schools. These results do not reflect the dedication of teachers and the many extra hours they have worked to ensure that all children can fulfil their potential, despite the turmoil caused by the Secretary of State’s chaotic and confusing reforms.

[Neil Carmichael (Stroud) (Con)]

Is the shadow Secretary of State aware of the real danger of children leaving primary school and heading to secondary school without adequate maths and English? Once they have done that, there is only a one in nine chance they will cover the ground necessary for them to develop into proper adults. Is that not a serious matter, and should it not at least be addressed through some form of knowledge about outcomes?

[Angela Rayner]

I am only too aware of that, because I failed my GCSEs—I did not get grades A to C. We had a well-attended Westminster Hall debate about early years intervention and it is important that we put the structures in place to help children, not make them feel like failures through our own failures.

These SATs undermine the morale of our dedicated primary teachers, who have battled against the odds to prepare children for tests they knew were inappropriate while trying to protect them from their worst consequences. They could result in thousands more schools being forced to become academies. They do not reflect the hard work of children with special educational needs or those for whom English is an additional language. These tests are designed to measure what children cannot do, not what they can do. Nor do they measure the many ways in which our children learn to develop and succeed every day of their young lives.

The impact of these SATs on children is best illustrated by their parents. Rachel McCollin from Birmingham says:

“My son is tired, stressed and paranoid that he’s going to fail—I can’t wait for this week to be over.”

Katharine Lee from Bath says:

“My son hardly slept on Sunday night and was a nervous wreck on Monday morning, despite us telling him that these tests are not the be-all and end-all. It’s way too much pressure at 11.”

We have already forced the Government into a U-turn on forced academisation, but they are using these results to compel even more academisation through the back door. It is hardly surprising that teachers and school leaders have lost confidence in the Secretary of State and her education policies. Guidance arrived late and changed frequently. Test papers were leaked and the design of tests was poor. Preparation for the SATs had a negative impact on children’s access to a broad and balanced curriculum. Ninety per cent. of teachers thought that this year’s changes had had a negative impact on children’s experience at school. Teachers spoke of demoralisation, demotivation, and physical and mental distress. This is a damning indictment of the Secretary of State’s performance. She has been entrusted with the future of our children and the future of our country, and she has failed; we do not need any test to see that.