Educational Assessment System Reform

Caroline Voaden Excerpts

Wednesday 15th October 2025 Westminster Hall

[Caroline Voaden (South Devon) (LD)]

It is a pleasure to serve under your chairmanship, Ms Lewell. I congratulate the hon. Member for Hertford and Stortford (Josh Dean) on securing this important debate. He spoke passionately about the subject. Although I have no doubt that his personal recollections of education are more recent than my own, I not long ago lived through the trauma of summer exam season vicariously through both my daughters, and I am glad that is behind us now.

The effect of exams on the mental health of our children and young people is clear. The hon. Member eloquently laid out that problem and showed that other respectable education systems have found a way to minimise exam time. It is possible to do that, and incumbent on us to look at doing so. Education is about so much more than the grades a child receives. It is about empowering every child to become the best they can be, ensuring they leave school equipped with the life skills, confidence and resilience they need, to lead happy, healthy and successful lives, whatever path they choose.

Education is about so much more than teaching to the test. It should be about opening minds and lighting a spark, as the hon. Member for Montgomeryshire and Glyndŵr (Steve Witherden) described so passionately. As the hon. Member for Warrington South (Sarah Hall) said, social and emotional development is also vital, and as important as academic achievement. At the heart of all this is ensuring that school is enjoyable. Most of us remember that one teacher who inspired us, who turned the light on and sparked a love of something, the one thing we did not mind getting up for in the morning.

I saw a perfect example of that during a recent visit to Stokenham primary school in my constituency. There is a forest school behind the school buildings where children learn through exploring their natural environment in a wonderful wooded area, beautifully demonstrating the importance of learning beyond the classroom, and the creative ways we can bring education alive. That is truly the highlight of the week for all the kids. It might also be music, drama, art or sport, textiles, food tech or woodwork. A holistic approach to education is vital because it nurtures social and creative skills that are just as important as the core subjects of English and maths. If a narrow approach to the curriculum is pursued, enriching experiences such as those risk being pushed to the bottom of the pile.

Lessons that foster interpersonal, creative and emotional skills have their place alongside traditional subjects that are measured in exams. Music has been shown to improve performance in maths, helping children to recognise patterns and sequences, improving memory and recall, as I am sure the hon. Member for Mid Derbyshire (Jonathan Davies) will agree.

Standardised testing remains important. Exams play a vital role in maintaining high educational standards and provide a clear, objective measure of achievement. As the Sutton Trust highlights, anonymous, externally marked exams help to level the playing field for pupils from economically disadvantaged backgrounds. They act as a crucial equaliser for students who may not have support at home for coursework, and they are less susceptible to the biases that can arise in teacher assessments or oral exams.

We heard passionate speeches from the right hon. Member for East Hampshire (Damian Hinds), the hon. Member for York Central (Rachael Maskell) and other Members that SATs at 11 should not be included in standardised testing. As the Government’s interim report recognises, the current one-size-fits-all approach is letting down some students. Pupils start sitting exams from the age of 11, and their experience is clear: the system puts enormous pressure on our young people and their mental health. We must take the opportunity to think about how we assess their ability. That is clearly demonstrated in the surge in pupils resitting GCSE English and maths. This year, just under 400,000 students resat those subjects, accounting for 23% of all GCSE entries.

The current system that pushes young people to resit the assessments quickly after their first attempt is flawed. Over-16s are caught in a cycle of repeated resits, with the number of 18-year-olds resitting those subjects rising by nearly 20% from last year. Those students risk falling into a dispiriting cycle, feeling they have failed because they cannot pass the exam and being forced to redo it again and again. Understandably, that has a detrimental impact on their mental health, with repeated resits and a rigid assessment system contributing to heightened anxiety and stress. Alongside increasing support for those pupils to get through their English and maths, we must look at the viability of an alternative functional assessment that better fits ability.

We must also reconsider how certain other subjects are assessed in the first place. Evey child will want to pursue their own path, and in certain subjects such as those that are creative, technical and vocational, exams may not be the solution. Our assessment system must reflect that diversity and recognise the many ways in which children can best demonstrate their learning. As the hon. Member for York Central and my hon. Friend the Member for Stratford-on-Avon (Manuela Perteghella) said, we all learn differently, so why assess in just one way?

We also need to be mindful that one in every five students has special educational needs. As the Government’s interim report notes, the assessment system needs to be more inclusive, and that inclusivity must extend to those with higher levels of SEND, as highlighted by both the hon. Member for Hitchin (Alistair Strathern) and my hon. Friend the Member for Mid Dorset and North Poole (Vikki Slade). Currently, only 24% of children with SEND meet the expected standard in reading, writing and maths, compared with 62% nationally. That imbalance is unacceptable, and we must work hard to ensure that it is rectified.

Children with SEND deserve the same opportunities to succeed as their peers, and the assessment system must reflect their specific needs, enabling them to progress and thrive in their education, rather than be weighed down by exams that fail to accommodate their abilities. We must be creative in finding other ways to assess ability. My hon. Friend the Member for Yeovil (Adam Dance), who has done valuable work on education for pupils with neurodivergence, spoke passionately about this, and I commend him for his work on the subject.

We also need to think outside the box when it comes to subjects such as music, drama, art and sports. These subjects develop crucial creative and emotional skills, yet they are not always best assessed through exams. They are the subjects that bring joy to education and transform schools into places where children are genuinely excited to learn. As the parent of a daughter who now works as a professional costume maker, I have seen the joy and passion that a creative career choice can bring. Given the love that people have for films, it is no less valid than a career in law, medicine, finance, or, dare I say it, politics.

All too often, however, such subjects are being squeezed out of our timetables due to budget cuts, teacher shortages and a curriculum that is often narrowed prematurely as schools are forced to focus on assessment. That is unfair, disproportionately affecting pupils from poorer backgrounds who do not otherwise have access to extracurricular activities to make up for the gaps. As a rural MP, I will say that the problem is exacerbated in rural constituencies, where students may not be able to attend after-school clubs if their only way to get home is on the 3.30 pm school bus. Limited or costly transport options should never be a barrier to creativity and involvement in sports. We must protect, not diminish, those subjects and ensure that every learner has the chance to excel on whatever path they choose.

The Liberal Democrats want children to be able to thrive in a system that allows them to play to their strengths and supports them in their weaknesses, a system that empowers children, where school is a joyful place that encourages children to follow their passions and get excited about their future. The Government’s interim report says that the system is broadly working well, and that exams can be an effective way to assess progress, but it is clear that a one-size-fits-all approach does not work for every pathway, which is why the Liberal Democrats are calling for an assessment system that reflects the diversity of young people’s needs, especially for those with special educational needs.

Holistic teaching and creative subjects have their rightful place in our curriculum, and pupils’ choices should not be narrowed too early to focus solely on examined subjects. Children deserve an exam system that offers choice and equips them with the skills they need, no matter which path they choose to follow. We must find a more balanced approach to assessment: a way to truly assess the gifts and talents that all young people have—because they all do. A system that makes them start to feel like a failure at 11 is just wrong. We owe it to our children to do better and, as the hon. Member for Corby and East Northamptonshire (Lee Barron) said, lift them up, not weigh them down.

I urge the Minister to take this opportunity to seriously consider broadening our curriculum, expanding the provision of extracurricular activities, and developing an ambitious assessment system that ensures young people leave school equipped with the skills, confidence and opportunity to succeed.