Educational Assessment System Reform

Lee Barron Excerpts

Wednesday 15th October 2025 Westminster Hall

[Lee Barron (Corby and East Northamptonshire) (Lab)]

It is a pleasure to serve under your chairmanship, Ms Lewell. Ours is a one-size-fits-all system, and it should not be, because one size does not fit all. That was certainly the message I took loud and clear from the SEND roundtable that I hosted in Corby and East Northamptonshire when we brought parents, schools and others together.

SATs measure a school’s performance; they do not measure a child’s potential. The numbers speak for themselves: 56% of 10 and 11-year-olds say that SATs were the first time that they really worried about their abilities, 35% said that SATs made them feel ill, and 28% said that SATs made them feel bad about themselves. Let us be honest: exams are damaging young people’s mental health.

We are one of the most over-assessed countries in the world. In Finland they do not assess at all until 16, but their children still learn and their teachers are still trusted. If we are to have primary school assessment, there must be much lower stakes. High stakes exams are not the only way to see what a child can do. We need to put trust back into our teaching professionals. They know their pupils best—they see them learn, grow and shine every single day. I welcome the Government’s ambition to move from half of young people going to university to two-thirds going on to either university or an apprenticeship. That is the right direction. Not all are good at exams. I went down the apprenticeship route, and I know first hand that there are many routes to success.

Too often, our system tells young people that they have failed—“How did you get on in that exam?”, “I failed”—but that is not the way we should be doing it. Children might struggle through SATs, GCSEs and endless English and maths resits, yet once they get to work they start to thrive. That is not their fault; that is the system we have built. Our system risks teachers teaching for the test not for the child, and the whole of year 6 gets wiped out because of SATs.

I have heard children turning down opportunities for things like sport, or for time with their friends, because they say they need to study for their SATs. Clearly that is not right. Ten-year-olds should be outside playing, not losing sleep over league tables. I am looking forward to the full conclusion of the curriculum and assessment review, and I hope it is radical because tinkering at the edges will not do. We need an education system that lifts children up, not one that weighs them down, and one that measures potential, not pressure. It is time to build a system that helps every child to find their path, their purpose and, most importantly, their pride.

--- Later in debate ---

[Lee Barron]

My point is that it is not the schools and the way in which the schools are applying exams; the schools are doing what they can to protect the children. The problem is that the children know they are coming. The children feel the pressure point of the exams coming up. That is why they start to feel how they feel. The reason I can say that is that my daughter is 10, and she is the one who turned down going to the football because she has to revise for her SATs. Parents are trying to manage that situation. But that is the reality. They know it is coming. They feel the pressure point. It is not the school.

[Georgia Gould]

Sorry, I was not trying to suggest that it was, but it is important that, collectively, we create an environment where children know that this assessment is not a pressure on them as an individual, but part of a wider accountability, and that young people should continue to do all the things that bring them joy. That is part of the ongoing conversation we need to have. As I said, we know that there are areas where improvements can be made. We have heard that today. The Department will consider the review’s final recommendations alongside the voices of those calling for change.

As young people move through their secondary education, the stakes understandably become higher. That is why some people argue that if we removed exams, we would take away a lot of the pressure that young people face.

Motion lapsed (Standing Order No. 10(6)).

Oral Answers to Questions

Lee Barron Excerpts

Monday 21st July 2025 Commons Chamber

The Secretary of State was asked—

[Lee Barron (Corby and East Northamptonshire) (Lab)]

1. What assessment she has made of the potential merits of introducing alternative methods of primary school assessment.

[The Minister for School Standards (Catherine McKinnell)]

Mr Speaker, may I take this opportunity to thank all those who work in our schools and wish them a well-earned break over the summer holidays? High and rising school standards are a non-negotiable for this Labour Government as we seek to build a school system that enables every child to achieve and thrive. Our independent expert-led curriculum and assessment review has found that the current system for primary assessments is broadly working well. However, we will take on board any recommendations from the review panel when it reports in the autumn.

[Lee Barron (Corby and East Northamptonshire) (Lab)]

A recent survey by Young Minds found that over a third of year 6 pupils felt ill due to standard assessment tests, and over a quarter said they made them feel bad about themselves. Ninety-six per cent of headteachers say that SATs harm wellbeing, and 95% doubt their accuracy. Our children and teachers are telling us that SATs are broken. Will the Department consider a more holistic assessment approach that ensures the wellbeing of our children at such a young age?

[Catherine McKinnell]

It is our ambition that all children get the chance not just to achieve at school but to thrive. SATs are carefully developed to ensure that they are accessible. It is clear that schools should not over-prepare children for the assessments at the expense of their wellbeing.

Oral Answers to Questions

Lee Barron Excerpts

Monday 16th June 2025 Commons Chamber

[Bridget Phillipson]

In wider reform later this year through the schools White Paper—including to the SEND system—we will look at every way in which we can improve outcomes for children, including those with SEND. That will include looking at the funding mechanisms we inherited from the Conservative party.

[Lee Barron (Corby and East Northampton-shire) (Lab)]

T9. I set up the Corby and east Northants SEND roundtable to help seek solutions to fix the broken system. One of the outcomes of the discussions was the need to improve SEND provision in our mainstream schools. What is the Minister doing to engage with teachers to make schools more inclusive and maximise the potential of every child?

[Catherine McKinnell]

We are investing significantly to make mainstream schools more inclusive for SEND students. By strengthening our evidence of effective inclusive practice, we are equipping teachers with proven tools and strategies to deliver excellent inclusive education supported by expert teaching and a world-class curriculum. We will set out more details in our White Paper in the autumn.