SATs Results

Graham Stuart Excerpts

Tuesday 12th July 2016 Commons Chamber

[Angela Rayner (Ashton-under-Lyne) (Lab)]

I beg to move,

That this House believes that every child deserves an excellent education which enables them to grow and thrive; notes that the Government has published figures showing that a lower proportion of children were meeting the expected standard at the end of Key Stage 2 overall in 2016 than in 2015; further notes that, as a result, in 2016 47 percent of children will be told that they have not reached the expected standard in at least one of their SATs papers; regrets that the Secretary of State for Education has pushed ahead with chaotic and confusing reforms which mean that thousands of children will be unnecessarily labelled as failures, and that the Secretary of State is steadily losing the confidence of teachers; and calls on the Government urgently to review primary assessment and the 2016 SATs results and to clarify that these will not be used for measuring and judging school performance.

The 2016 key stage 2 standard assessment tests, which assess children in reading, writing, spelling, grammar, punctuation and maths, are the first to assess the new primary national curriculum, which was introduced in 2014. The Government claim that they have raised expectations for pupils at the end of key stage 2, but those at the chalk-face—primary school teachers and school leaders—say that the expected standard for SATs has been set at a level that is beyond the reach of the majority of children.

Our children are being set up to fail. Almost half of England’s 11-year-olds will now go on to secondary school, having been told by this Government that they are failures. However, the real failures are this Government, particularly the current Secretary of State for Education who pushed ahead with this flawed system despite all the warnings from the education profession that the primary assessment system was not fit for purpose.

Under this Government, children who fail to meet the totally unrealistic expected target at the end of key stage 2—47% of children—will be required to resit these tests in future. School leaders were told yesterday that the catch-up funding for secondary schools will not increase despite the rise in the number of pupils deemed to be below the expected standard. For these pupils, the first year at big school—and all the excitement and anticipation that it should bring—will instead become an anxious replay of drilling for tests in English and maths, which they sat in primary school. I can only imagine the impact on those young lives—to have to go through it all again, to feel a failure, to see their friends getting on when they should be looking ahead to new challenges and new opportunities.

I remember being told that I would never amount to anything, but look at me now. I want—teachers want—every child to know that they are amazing. I want an education system that helps every child realise their full potential.

[Graham Stuart (Beverley and Holderness) (Con)]

The hon. Lady may remember that under the last Labour Government we had such a system. It was fantastic. Every child was told that they were succeeding. It was just that when we looked at the international league tables, we went down, down and down. We had grade inflation. Whatever her critique of SATs results this year, does she not agree that we must have high standards and we must maintain those standards over time; otherwise we will go back to those days under Labour when we let down the future of young people by pretending that they were successful when, in fact, they were not?

[Angela Rayner]

I remember that under Labour we had Sure Start, we had Every Child Matters, we had new schools, we had teachers in the profession, we had people and children feeling that they were happy. At present we have teachers taking unprecedented industrial action and leaving the profession at record rates, so I take no lectures from those on the Government Benches regarding the current situation.

The Opposition recognise that ongoing assessment and consistent testing in schools is extremely important to help teachers and parents support and provide new challenges for all children. Such tests can identify and close any gaps in knowledge so that all pupils can do well. But a proper assessment regime needs consistency and needs to be understood by all.

The Government have utterly failed to deliver on this. The current SATs tests go too far. The Secretary of State has chopped and changed too much. She has caused disruption and chaos in our schools and extra bureaucracy for our teachers. The key stage 2 assessments have been an unmitigated disaster and a nightmare for thousands of children, ending in disappointment and prolonged uncertainty. They also have serious consequences for thousands of schools because of the way this Government use them as part of the school accountability system.

KS2 SATs are used to rank schools in league tables. They are scrutinised by the Department for Education and regional schools commissioners, who form judgments on schools’ performance. Ofsted uses SATs results when forming its inspection judgments, and parents take them into account when choosing their children’s school. Schools’ reputations are heavily dependent on how their pupils perform in these tests.

The National Association of Head Teachers asked the Secretary of State not to publish the data, as she herself has conceded that it is not to be compared with that for previous years. The NAHT general secretary, Russell Hobby, said:

“Given the changes to SATs this year, and the mistakes we’ve seen, it is hard see how valuable this data will be to parents who want to understand how well a school is performing year on year or compared to other schools. But the government does love a league table, regardless of how accurate it may be.”

Worryingly, the schools commissioners are already using the provisional results from these tests to identify those schools to which they can apply their extensive legal powers to force them into academy status on the spurious grounds that they are failing, coasting or underperforming.

Does all this remind us of anything—children who are judged failures at an early age, being separated from their primary school classmates; schools which are being wrongly condemned as second class? That sounds to me like the dark days of the 11-plus, with children branded failures before they have even reached their teens and separated from their classmates, with all the stigma that that can bring. Many adults today still recount the lasting effects that that had on them.

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[The Secretary of State for Education (Nicky Morgan)]

I wanted to give the hon. Member for Ashton-under-Lyne (Angela Rayner) the benefit of the doubt, because she has not been shadow Secretary of State for Education for very long and I can sense her passion for the subject, in terms of her own experiences in education and her family. However, her speech captured everything that is wrong with the Labour party at the moment: mad conspiracy theories, deferring to the unions, and zero answers to the problems facing this country. This is about young people who were let down by a Labour Government who consistently sold them short in terms of their life chances.

The hon. Lady was wrong on all counts—wrong on tests, wrong on selection, and wrong on giving young people the best start in life. Nothing—nothing at all—is more important than making sure that young people master the basics of the three R’s, and master them early. If they do not, they face a struggle for the rest of their lives and are denied the opportunity to realise their full potential. That is why making sure that every child in this country has a good grasp of literacy and numeracy is a matter of social justice.

[Graham Stuart]

Does my right hon. Friend agree that what is particularly sad is that Labour Members appear to think it is more important to let children think that they are ready for secondary school than actually to ensure that they are?

[Nicky Morgan]

I could not agree more with my hon. Friend, a former Chair of the Education Committee. He is absolutely right that Labour Members appear to want to sell young people short, rather than being clear with them about the standards that are needed to compete not just with the best in this country, but with the best in the world.

When this Government came to office in 2010, too many young people entering secondary school were not able to read, write or add up well enough. England’s pupils were far behind their peers in top-performing countries right across the globe. International test after international test showed other nations surging ahead while England’s performance stagnated. In fact, the OECD identified England as one of the few countries in which the basic skills of school leavers were no better than those of their grandparents’ generation. To me, that is nothing short of a scandal, and central to that scandal was that the curriculum being taught in many primary schools, and the tests that the pupils were taking, were not up to scratch.

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[Graham Stuart]

I wonder whether the hon. Gentleman is as disappointed as I am that when we had inflation in standards—when we had the perception of success, but not the reality—headteachers such as the one he speaks about did not write letters home to parents. It would be good if, in response to that selling out, they had showed outrage similar to that which they showed at the early implementation of a new, higher standard.

[John Pugh]

I am sure that this headteacher would have done whatever was professionally necessary at the time. I am not sure that he was a headteacher at that time, so I cannot really comment for him. He concluded his letter to his pupils:

“We don’t need tests to tell us how great you all are.”

The worst thing about the letter is that it shows that there was a clear need to remove the feeling among those good, hard-working children that they had failed. I do not think that anyone here is against the summative assessment of primary school children’s progress. I do not think that any Labour Member said that. Nobody is against meaningful feedback or having a tool to establish a baseline for improvement. No one wants to go back to the days of total freedom where there were no reasonable expectations, but we must all—including the Government—be prepared to learn something. We must learn from places such as Finland, which has few tests like our SATs but which, as everybody knows, does very well. We must learn from experts and from teachers who have to implement what we impose. We need a sense—this is clearly lacking from the Secretary of State’s comments—of common enterprise between the teaching profession and the Government. I know that the NUT is the teaching profession, but the Secretary of State needs to incorporate some measure of support for what teachers have been trying to say to her.

We need a bit of humility, which perhaps I can illustrate by using the vexed issue of grammar—I took a look at the grammar sections of this year’s tests. I think that grammar has its place. It provides a recursive definition of a living language and, like a language, it evolves. I happen to think that grammar helps more in understanding foreign languages than our own, and I argue that the greatest orators in this place are not necessarily the greatest grammarians. If someone was stopped mid-sentence and asked what type of clause they were using, they might be in some difficulty. Most people have been speaking grammatically for most of their life with a fair amount of success—it is rather like Molière’s character Monsieur Jourdain, who found, with some surprise, that he had been talking prose all his life.

There may be value in trying to understand the rules that one unconsciously follows, and there is genuinely value and fun in a bit of clause analysis—I certainly enjoyed it when I was at school. However, it is arguable how far that benefits the users of language, and how much meta vocabulary one needs to acquire, particularly as there seems to be no particular consistency as to what vocabulary one ought to have, and there seems to be some opacity in what terminology one needs to pick up. Fronted adverbials certainly were not there in my day. I did Latin, preferring the imperfect to the past progressive. All these things are fairly arcane, esoteric stuff, and it is arguable how far you can go down that road without descending into the kind of pedantry that dismisses split infinitives or ending sentences with prepositions. But it is simply unarguable that imposing, in haste, a curriculum and test of limited value, with scant preparation, and discouraging well-intentioned pupils and teachers in the process, is rash. It is rash, and it requires some serious explanation and apology.

[Graham Stuart (Beverley and Holderness) (Con)]

It is a pleasure to take part in this debate and to talk about SATs this year. I remember that when I chaired the Education Committee a number of years ago, we had the SATs fiasco under the previous Government. That was when a true mess was made of SATs. This year a new assessment has been brought in, and I can share with the House, having chaired the Committee—my hon. Friend the Member for Stroud (Neil Carmichael) is in that Chair now—that whenever new assessments are brought in, there is some level of volatility. We will not get everything right, and I would not try to claim that we necessarily have this year, but at first there is volatility and then, over time, outcomes improve.

The central question is, how are we going to raise standards? Well, actually, the first question is: are we doing a good enough job? That would have been a good question for the shadow Secretary of State to ask. Were we doing a good enough job in 2010? Are we today? Things are always partial, and it is always hard to get data that are entirely comparative, but the answer is that, in the context of what is happening around the world, it would appear that too many of the children in England are not given the requisite skills, capability and knowledge to flourish in secondary school, with lifelong negative impacts on them and their families.

That would appear to be the evidence, but we did not hear that from the shadow Secretary of State. Instead—I do not mean to be too harsh on one of her first outings—we had a rather incoherent if passionate denunciation of testing, because if we feed back the results of tests to people, some will be told that they are not at the required standard and others will be told that they are. The hon. Lady’s speech seemed to be an attack on that in principle, yet that passionate denunciation was married with a public statement that she and her party believe we should still have tests. I do not see how those two things can be put together. It seems an extraordinary conjunction. The shadow Secretary of State needs to think clearly: that is what education policy requires. It is not just a political fight in this House; what happens in schools has real-world effects on children. That was disappointing and it would be really good to hear what the Labour party thinks about tests.

The shadow Secretary of State’s strong, lurid language around failure and failing is unwelcome. We aspire to a high standard. Not everyone is going to reach it, but that is the nature of high standards. It does not mean that everybody else is worthless and it does not mean their learning is worthless. It does not mean that they have not done a good job or worked hard. None the less, do we not have to give people objective ideas about where they would ideally like to be, or do we throw that away because it might demoralise some? She appeared to contradict herself on two sides of the argument.

[Neil Carmichael]

It is a great pleasure to have an opportunity to comment on my predecessor’s observations. Does my hon. Friend agree that the tests are part of a wider mission to improve standards? They are linked to differences in the curriculum and to the attitude we have, which is to give young people aspiration and the tools to deliver on that aspiration. Does he agree that that is part of our complete determination to give young people more opportunity in life?

[Graham Stuart]

I agree with my hon. Friend. Although I defer to the hon. Member for Southport (John Pugh), who made such a fine speech, I would have to say that I did not agree with him about his use of the split infinitive and would prefer it was not used in this House, orally or otherwise; but that is because I am a bit of a pedant in that respect. There is a genuine argument to be had.

The hon. Member for Southport rightly started to unpick some of that grammar. How practically useful is it? What exactly is it designed for? Is it excessive in its extent and application, compared with what is sought from it? Those are legitimate questions and perhaps we do need to row back. I do not know. I have not studied it and I would like to hear more. Focusing on those practicalities might be a much more useful dialogue. Instead, the shadow Secretary of State moved on from her two contradictory positions to a rather crazed assessment that this was like the 11-plus. The whole point of the 11-plus was to divide children and select them. I do not think that anyone can suggest that that is what has happened with the SATs this year.

[Vernon Coaker]

To stop this becoming a sterile debate, let me say from the outset that I do not think there is anybody in this House who is in favour of not trying to improve standards in schools. I think there is also a consensus that testing is part of improving standards in schools. I was disappointed that the Secretary of State’s speech did not address the very real problems with the SATs tests this year. The hon. Gentleman has made that point, but we did not hear from the Secretary of State what she intends to do about those problems to put them right for next year.

[Graham Stuart]

As I said a few minutes ago, all new assessments and tests go through, and create, additional volatility. Members will remember the changes to the English GCSE. They were called a fiasco; I would call them a furore. The unions said they were a disaster and a disgrace, and the schools said it was nothing to do with them, but when they went to court they lost on every single count. It was a new test and it took time. The following year, with pretty much the same test, the schools that had done badly had learned how to do it better. They read the spec in a way that they had obviously failed to do previously, and other technical changes were made.

This is a new assessment. It is not a disaster. We need to unpick its components and look at them carefully to find out whether there is the right balance between raising standards, having high standards and not creating something that is negative in the way it is perceived by children and schools.

[Mrs Flick Drummond (Portsmouth South) (Con)]

This year, of course, it will be very difficult to embed the new assessment. Does my hon. Friend agree that the new curriculum assessment gives children a mastery of the subject before they move on? That is far preferable to them moving through the system without having that grasp of the subject.

[Graham Stuart]

I agree with my hon. Friend. If the answer to my first question—about whether we are doing a good enough job—is no, it is not because we have lazy teachers. Fundamentally, if we are not doing a good enough job or as good a job as our neighbours and competitors, we need to raise standards, and when that happens, there is going to be a shock to the system. That is partly because of the volatility and adjustment and partly because the system needs that shock. It needs to be told.

I sometimes clashed with the hon. Lady’s predecessor on the question of what simply raising the bar did to raise standards. It is a mixed answer, but I have seen standards in the system raised partly because the bar was raised and there was clarity about what was required. Whatever the difficulties—there are all sorts of issues and complexities, including academisation—and notwithstanding some of the downsides, we have fundamentally better schools now than we did six years ago, and that is partly because we have stated clearly what we want and asked schools to meet the challenge. I have absolute confidence that next year, as schools learn to adjust to the challenge and headteachers work out how better to use their people and their funds, including the pupil premium, more than 53% of children will meet the standards.

[Heidi Allen (South Cambridgeshire) (Con)]

Going through change is difficult. Do the Government have a role to play in keeping our teachers with us, which is what I worry about most of all? Change is hard for the children and teachers, but our teachers are under unprecedented stress, and I worry for them. Do the Government not need to keep a close eye on that and listen to teachers at all times?

[Graham Stuart]

My hon. Friend is absolutely right. The whole House has a role to play and ought not simply to trumpet the negatives, as the hon. Member for Ashton-under-Lyne (Angela Rayner) did, in this early outing as an Opposition spokesperson. It might have been more devastating to be understated than to suggest that this was a return to the 11-plus, which it clearly is not. But there are issues about maintaining engagement with teachers.

People might think that the Secretary of State’s fairly vicious assault on the NUT was over the top, but, given my experience of the NUT, I do not think it was. The NUT opposes almost everything. It is tragic. All I can say by way of uplift is this: when I go to primary schools, yes, I meet teachers concerned about the changes in the curriculum and the assessment and about the speed, from their end of the telescope, so to speak, at which they feel the change is happening—they genuinely find it difficult and challenging—but I find them to be a lot more positive than their national representatives on the NUT. It is unfortunate that the NUT is so often seen as speaking for all our teachers. I do not think it does.

My hon. Friend the Member for South Cambridgeshire (Heidi Allen) is right that we need to keep teachers on board. We must recognise that the teacher is the most important person in the system. Teacher quality is the key. The one thing I learned in five years chairing the Education Committee was that teacher quality was the most important thing. Leaders are important only insofar as they help to bring out the best in teachers. Teacher quality is transformational.

[John Pugh]

Will the hon. Gentleman give way?

[Graham Stuart]

I promised I would not be that long, but I have obviously broken my word—not for the first time.

[John Pugh]

What does the hon. Gentleman make of the example of Finland, which is very light on tests but very strong on teacher buy-in? What conclusions does he draw from its favourable ranking in the PISA table compared with us?

[Graham Stuart]

The hon. Gentleman is right to lay down that challenge—though before mentioning Finland, he said he remained in favour of tests too. When a system moves to a certain level of excellence, as in Finland, and starts to recruit teachers from the top 30% of graduates in the country, and when 10 people are competing for each job—these are old data, admittedly—not only does it get people with high academic ability but it can select on empathy, enthusiasm and other skills as well, and then has a first-class workforce.

We are a much bigger country with different challenges, and we do not recruit our teaching workforce from the same pool as Finland. I do not know whether the hon. Gentleman ever saw the work by McKinsey about how good systems keep getting better. It is a fairly basic thing when one hears it, but one has to hear it to realise it. Systems are different and require different interventions at different points in their development. I look forward to the day when we have such a self-confident, self-critical, self-improving education system that we can slowly cut down Ofsted and the accountability system and leave it to keep improving by itself. The reason why the hon. Member for Ashton-under-Lyne, the hon. Member for Southport and my hon. Friends have not reached that point is that we do not yet have the confidence, but I hope that one day it will come.

I have one final point on the issue of children’s stress. It is important not to talk up lurid references to failure and it is important to say to schools generally that they should look at the schools where the children are not showing any stress. Does the system mean that all children have to be stressed? No, because we can find many instances where children are suffering no stress. They can be prepared for SATs without it feeling like some great ordeal coming down the road on which their whole future depends.

The message that the House should send—hopefully from all sides—is that schools should look at and learn from the schools that do not put stress on kids and use the SATs as an “assessment for learning”—call it what we like—rather than making them into an ordeal. Teachers and headteachers need to ensure that whatever the stress they are feeling—they are accountable for their results, so they should be feeling some—they do not pass it on to children. It is possible for that to happen; it does happen; it needs to happen everywhere.

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[Dr Huq]

I thank the Secretary of State for those constructive and collegiate remarks.

I conduct a great many assemblies in my constituency. Ealing is a leafy suburban borough, and my seat was a Conservative seat as recently as May 2015. While I am standing opposite the Secretary of State, let me point out that one of the issues that arise is the retention rate of teachers in a borough such as Ealing. Headteachers tell me that they can easily recruit trainees in their 20s, but once those young people want to put down roots and settle, they are off to Slough, Milton Keynes, or whatever is the nearest affordable place to live near the M25. I know that this is slightly off the subject, but headteachers have suggested the introduction of tied housing, which exists on some university campuses, because that would make the jobs more attractive. Some heads say that they have lost people to schools where new arrivals can be accommodated in a caretaker’s house.

Conservative Members have suggested that this is just an NUT diatribe. That is why I wanted to raise the subject of real people—the kind of people who would naturally have been on their side. If the Government are losing the good will of people who would naturally be conservative with a small “c”, I think that they have problems. My constituent told me that education was in crisis. The word “crisis” is much overused, but she was in despair, shock and anger as she told me that.

Both the Secretary of State and I were guinea pigs in 1988, the first year of GCSEs. I realise that any system will have teething troubles, but I understand that teachers and educationists have begged the Government not to introduce these changes so rapidly, and to wait for a year. We are where we are. I know that “NUT” has been portrayed as something of a dirty word during this debate. However, the NUT’s Kevin Courtney has described the key stage 2 SATs as rushed and inappropriate, and has said that the curriculum is wrong and bad tests have been poorly marked. I talked about poor marking earlier. This kind of tinkering has led to chaos and confusion. It seems that these kids are guinea pigs as well. Schools should not be exam factories.

Friday’s edition of the Times Educational Supplement quotes Brian Walton, the head of Brookside Academy in Somerset, of whom I had never heard. He argues that we have a “results illusion”, and says:

“So much rides on SATs that the real purpose of education is lost”

in “statistical positioning”. It seems that we are being seduced by the numbers, and not recognising the whole child for who that child is. According to some assessments, one in 10 teachers has left the profession as a result of falling morale. The housing issue is intrinsically linked with that in areas such as west London, and something must be done about it. It is worrying that Ealing should be a borough in which its teachers cannot afford to live. We are seeing a hollowing out of our capital, and that is obviously wrong.

[Graham Stuart]

Will the hon. Lady give way?

[Dr Huq]

This was really meant to be an intervention, in that it was intended to be very short, but I have managed to spin it out into a speech. I will give way to the hon. Gentleman.

[Graham Stuart]

I am grateful to the hon. Lady for spinning out an excellent intervention.

I suppose that what frustrates Conservatives is that the Labour Party wants tests, but then talks about the tensions that they can cause. What kind of tests are required that do not already exist? We have heard nothing constructive from Labour Members. The hon. Member for Southport (John Pugh) at least suggested that the grammar test might be a bit over the top. What is wrong with these tests that could be put right, and should be put right, for next year? Any suggestion would be helpful.

[Dr Huq]

I do not know whether the hon. Gentleman was listening to the anecdote from the deputy head that mentioned earlier, but it seems that this time round the proper curriculum has not been in place, and the marking is all over the place. It is not testing per se that is wrong; it is the maladministration of this year’s key stage 2 SATs.

In the recent Brexit debate the Lord Chancellor said we have had enough of experts. That is a real mistake; we ignore the professionals at our peril. These are people at the chalk face. Educationists, heads and deputy headteachers like Katie Tramoni and—dare I say it—the NUT have been warning about this. I hope these problems can be rectified and that we hear from the Secretary of State what will be done to minimise next year’s disturbances so that there are no disturbances; otherwise, it will feel as though we are losing sight of the child.