Educational Assessment System Reform

Sam Carling Excerpts

Wednesday 15th October 2025 Westminster Hall

[Josh Dean]

Again, I could not agree more. Being trapped in that cycle of failure leaves a mark on young people. We want young people to leave school ready for work and life, and to thrive with confidence. A system that grinds them down cannot be correct. I could not agree more on the point of post-16. I have had a number of conversations about that over recent weeks. That is an area that desperately needs reform, so that we get our young people ready to thrive in life.

The independent curriculum and assessment review offers a vital opportunity to tackle that injustice and one of the upstream drivers of the youth mental health crisis, and build a system fit for the 21st century. No 11-year-old child should feel bad about themselves because of exams. SATs are used to rank the performance of schools; they are not supporting children’s learning.

Timed tests over four days in year 6 are neither a reliable way to capture a pupil’s knowledge and abilities, nor a way to monitor school standards. Assessment should support a pupil’s learning and be clearly separated from school performance metrics, because placing the burden of accountability on children at such a formative age cannot be right.

[Sam Carling (North West Cambridgeshire) (Lab)]

My hon. Friend is giving a powerful account of the inadequacy of SATs. Does he agree that the fact that so many secondary schools retest their pupils when they arrive shows that they do not have trust in SATs either?

[Josh Dean]

I cannot remember the numbers off the top of my head, but my hon. Friend is right to highlight the number of secondary schools that retest students because of the lack of reliance and belief that SATs accurately measure their ability. We urgently need to rethink our approach to assessment at the primary level, and all options should be on the table. I would be grateful if the Minister could address the concern around SATs in her response, and confirm the Department’s commitment to addressing them when the curriculum and assessment review concludes.

We need to rebalance the system, reducing the dominance of high-stakes, end-of-course exams for GCSE and A-level students. A diversification of assessment methods could reduce pressure on young people, allowing them to showcase a broader range of strengths and better prepare them for life after school. I would be grateful if the Minister could confirm whether the Department would implement such an approach, should it be recommended in the independent curriculum and assessment review’s final report.

Moving away from reliance on traditional exams and reducing the volume of exams that young people sit does not mean sacrificing rigour, as set out in Cambridge OCR’s “Striking the balance” report. It concluded that the overall volume of exams can be reduced without impacting the reliability of grades, and that greater consideration should be given to non-exam assessments. A well-designed, modular, multimodal system could be equally robust and offer fairer, more balanced ways to measure achievement. Universities across the country already do that to great effect and could offer a model to learn from for our school system.

More widely, a whole-school approach is essential to supporting children and young people’s mental health. An assessment system that balances wellbeing and academic success would be complemented by a curriculum, teaching and learning approach that promotes resilience and supports social and emotional learning. Will the Minister confirm that wellbeing will be a central focus in the Department’s approach when it comes to implementing the findings of the independent curriculum and assessment review and more generally?

I am under no illusions that reform of the assessment system is a silver bullet to resolve the youth mental health crisis. Young people sit at the intersection of many complicated challenges, and this must be part of a wider piece of work to support them. I recognise that it will take time and will need to be phased in, to avoid overwhelming the education system, in consultation with our educators. But children and young people are experts in their experiences. When they tell us something is wrong, it is our responsibility in this House to listen and act accordingly, not decide that we know better.

The last major reform of the assessment system took place a decade ago. We cannot miss this opportunity to get it right for young people. They need us to embrace ambitious reform now, not in another 10 years, to help tackle the youth mental health crisis and deliver a lasting assessment system that supports their wellbeing and their academic success and better prepares them for work and life.

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[Sam Carling (North West Cambridgeshire) (Lab)]

Before the summer recess, I hosted a “Truth about SATs” parliamentary drop-in with educational reform group More Than a Score. It was a great event, with MPs from all sides of the House sitting down to take some mock SATs exams themselves. Lots of colleagues sat there quite relaxed, chatting to others and evidently fairly confident that these exams for 11-year-olds would not be too taxing. Then the worksheets arrived, and faces fell. That is why I hosted the event in the first place; I saw at first hand why over three quarters of parents think SATs harm children’s mental health, and why 93% of headteachers want the Government to review the entire system.

The spelling, punctuation and grammar exams are stuffed to the brim with questions such as “What is a fronted adverbial?” and “Circle the modal verb”, and questions about subjunctives, determinants, inverted commas, prepositions and past progressives. We all use these grammatical structures automatically, and of course children need to be able to use them in reading and writing, but these are things that intelligent, hard-working adults up and down the country have trouble identifying, and understandably so. Do we really need such an intensive focus on labelling these devices instead of using them? No one is saying that we should not have high standards, nor is anyone saying that grammar is not important, but there are serious questions about whether that is the best way to teach it.

In four—sometimes five—out of seven years of primary school, children are taking statutory exams. The results of those exams, as we have heard, are important to schools as they are used for accountability. Department for Education officials can use key stage 2 performance data when setting criteria for allocating additional funding, which leads to teaching to a test, focusing on a narrower curriculum with the hope that it leads to better scores for the kids, which schools—strapped for funding for years under the last Government—really need.

There is a real danger that the exams will put kids off learning for life. Cramming a student’s head full of fronted adverbials and the like is not a recipe for a love of literature and language, funnily enough. This is a key concern of teachers and parents who lament that a focus on spelling, punctuation and grammar tests does nothing to encourage students to think creatively about reading and writing. We need to be clear about what exactly we are testing across the different stages of education. Are we focusing too much on detailed knowledge in some areas when we should be increasing our assessment of broader understanding and skills instead? We now have a Government willing to properly look at the shortcomings of curriculum and assessment, and I really look forward to the outcome of the review. The interim report talks ambitiously about empowering teachers to foster a love of learning. I hope to see more of that thinking in the final report.

During my first year here I have had a lot of discussions around the importance of strengthening critical thinking skills earlier in the curriculum, as has been mentioned, particularly in this age we live in of online misinformation and the need to be able to tell truth from fiction from a much younger age than has perhaps been critical in the past. An ambitious and modern review would tackle these problems head on. Although the interim report gives a nod to critical thinking, I would like to see more of a focus there.

To conclude, we have a real need to balance assessment, which is necessary to achieve high standards, alongside a curriculum that gives children the freedom to build a curious and inquisitive relationship with learning.

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[The Minister for School Standards (Georgia Gould)]

It is an honour to serve under your chairmanship, Ms Lewell. I thank my hon. Friend the Member for Hertford and Stortford (Josh Dean) for securing this debate. I know how much work he has done on supporting youth mental health, along with YoungMinds and its wider campaigns. I thank him for his championing of young people. I also thank everyone who took the time to write to the Government’s curriculum and assessment review. I was pleased to hear so many hon. Members talking about conversations they have been having with young people, especially families with children with special educational needs, and bringing their voices to the Chamber—particularly the moving story of Taylor and their experiences. I am glad to hear that they are now thriving.

So many of the contributions have focused on how our education system is not working for some young people. It is true that, on average, we have moved up the league tables, but we have also seen a growing gap for so many young people. It is a disgrace that only a quarter of disadvantaged young people get a grade 5 in their GCSEs. There are too many of those young people who do not get to access all the opportunities that come with it. We have heard time and again, in an absolutely packed Chamber here, how young people with special educational needs are being left behind. As a Government, we want high standards for every student, and no child to be left behind. We want that to be part of our education system.

[Sam Carling]

I wonder whether the Minister has the same experience as I do. When I speak to employers in North West Cambridgeshire, I hear time and again that young people do not have the skills for the workplace and that the education system has not left them with the right mindset and abilities. Is something going direly wrong with the metrics that the Conservatives have left us with when they talk about how we have had one of the best systems in the world?

[Georgia Gould]

One of the really damning statistics is how many young people are not in education, employment or training at the end of the education system. We cannot afford to leave any child behind. Every child needs the best start and to achieve at school. That is what this Government are focused on.

Kinship Carers

Sam Carling Excerpts

Wednesday 13th November 2024 Westminster Hall

[Janet Daby]

I thank my hon. Friend for that example. If he will allow me to continue, I will address the inconsistencies across local authorities. We have heard about such real-life examples, and we recognise that the situation is not good enough. As I continue, I will explain how the new Government have already begun to address it.

I met some kinship carers during my first visit as a Minister, and it was clear to me that the challenges I witnessed years ago when I was a children and families social worker are still being felt today. That is shocking. I listened to the stories that hon. Members told, like the one that my hon. Friend just raised, and I was very troubled by them—how could I not be? However, we are in government; we want things to change, and change has begun. The evidence shows that children in kinship care often do better in school. They have better health outcomes and do better in later life, in terms of employment and their ability to socialise. Kinship carers are to be thanked, applauded and celebrated for providing a safe and loving home for children who can no longer live with their parents, but are instead being cared for by family members or friends who love them.

[Sam Carling (North West Cambridgeshire) (Lab)]

Will the Minister give way?

[Janet Daby]

I will make some progress, but if I have time later, I will let my hon. Friend in.

The Government recognise the important role that kinship carers play. Our manifesto is committed to working with local government to support children in kinship care and kinship carers. We are already making progress, as we have heard. In the Budget, the Chancellor announced £40 million to trial a new financial allowance for kinship carers, equivalent to the allowance for foster carers. That will take place initially in up to 10 local authorities. I have already been lobbied on this, and I say again that we are looking at how it will be rolled out, but Members will need to be patient. We will get the information to them as soon as possible. I recognise the desire for this in local authorities.

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[Sam Carling]

In my North West Cambridgeshire constituency, we have a huge number of kinship families, and Peterborough city council is doing a lot of work around that. It has sent the Minister a letter, and I think it will follow that up with a business case next week. I will not ask for a commitment from her, but can she reassure me that that will be taken into consideration when deciding which local authorities will be included in the trial?

[Janet Daby]

There we are—another bit of lobbying. I recognise the work of local authorities and the letter; a process will be rolled out, and we will give everybody the opportunity to apply.

SEND Provision: East of England

Sam Carling Excerpts

Tuesday 8th October 2024 Westminster Hall

[Sam Carling (North West Cambridgeshire) (Lab)]

It is a pleasure, Sir Mark, to have you in the Chair today. Pupils with special educational needs and disabilities make up well over one in 10 of all pupils, and that number is growing. In the east, nearly 34,000 children have complex disabilities. Most of those pupils are in mainstream schools, and they need support in mainstream schools.

One of my greatest frustrations with the constant discussions from Opposition Members about our policy of VAT on private schools is this: the majority of children with SEND are not in private schools but mainstream schools. That is where the support is needed. It is not fair in any way to expect parents to send children with a special educational need or disability to a private school, and pay all of the fees associated with that. It is completely unacceptable.

As my hon. Friend the Member for Lowestoft (Jess Asato) mentioned earlier, in our region there is a particular problem with education, health and care plans not being issued within statutory guidelines. Nationally, around 50% are; in our region, the figure is much lower so we have a particular regional issue. Demand for support is currently outstripping supply and, as a result, many children with SEND have been forced to leave school altogether. In a SEND debate in March, the issue of non-elective home education was highlighted: parents feel they have no choice but to take their children out of school to meet their needs.

[Alison Hume (Scarborough and Whitby) (Lab)]

The report issued last December for SEND provision in Scarborough and Whitby will chime with other Members: a 40% increase in the number of requests for EHCPs compared with the previous year, and an increase of nearly 30% in the number of suspensions. Charities such as Closer Communities in Scarborough are now supporting families looking after children whose needs are not being met in school. Does my hon. Friend agree that as we go forward we must not simply pay lip service to those charities, but actively include them as we make plans to improve provision?

[Sam Carling]

I absolutely agree with my hon. Friend. I am about to mention a charity in my own constituency that is doing amazing work in this space and encountering some difficulties. We need to support them.

I was speaking about non-elective home education. For years, the Education Committee has criticised the lack of clarity on the numbers of parents taking their children out of school for this reason, or indeed on the number of home-educated children overall. I therefore welcome the Children’s Wellbeing Bill, announced in the King’s Speech, that includes provisions to require local authorities to set up and maintain “children not in school” registers. Knowing the scale of the challenge will be critical to addressing it and allow us to provide much needed support to parents.

Family Voice Peterborough, a charity in my constituency that seeks to improve services for young people with disabilities, is having particular problems—it is not just the crisis within the sector, but the crisis around the economy, that is worsening things in many ways. It is having problems with energy bills, for example; it paid about £8,000 before the pandemic, and the figure is now about £40,000. Its work is impacted by the damage there. The needs of such charities are so important for understanding the needs of local areas. Family Voice has revealed concerning SEND trends in Peterborough, a large part of which I represent, with increased strain on the system and a more difficult experience for parent carers.

Like all children, those with SEND have the right to an education provided by the state. That right has been gutted by previous Governments, but we will clean up the mess that has been made and restore certainty and trust in SEND provision, to make education accessible for all.

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[James Wild]

My hon. Friend makes an interesting point. We need to track the outcomes and the support that children get, so that is a thoughtful comment.

When I spoke on a panel at the Conservative party conference in Birmingham last week, a representative of the Association of School and College Leaders said that there is enough money in the system, but the problem is that there is too much bureaucracy. Clearly, demand continues to rise and funding is a challenge. Council expenditure has tripled over the past decade. Councils are looking for more clarity on the statutory override, which the previous Government put in place to help local authorities to deal with deficits—I think they are now above £3 billion. Only last week, the NASUWT urged the Chancellor in a letter to extend the period that local authorities have to address their SEND deficits. Perhaps the Minister will be able to give a bit more clarity on that very pressing issue for local authorities.

The hon. Member for Waveney Valley (Adrian Ramsay) referred to the pressures in respect of school transport. In Norfolk alone, that budget is £60 million, of which 80% is used to move pupils with SEN around and outside the county. That is money spent on journeys, not education.

I will touch briefly on VAT on independent schools, although a debate about that is going on in the main Chamber. It is clear that this tax on learning will disrupt children’s education. Reference was made to pupils with EHCPs, but 10,000 pupils with special educational needs at independent schools in the east of England will be hit by those fees, and their education will be disrupted. The Government have not even published an impact assessment, even though the Minister in the earlier debate referred to analysis that had been done. It is extraordinary that that has not been shared with the House. I hope the Minister, even at this point, will listen to parents, pupils, local authorities and others, and will delay those plans. I look forward to having an opportunity shortly to vote to do exactly that.

[Sam Carling]

Is the shadow Minister suggesting that it is fair that parents who have children with special educational needs or a disability should have to send their children to a private school and pay all the associated fees? Is that really the best solution we can come up with?

[James Wild]

No; the point I am making is that there are children in schools who will be hit with a very unfair tax of 20%—a charge that their parents will have to pay. That seems to be completely disregarded by the Labour party, which is disappointing, to say the least.

To conclude, the last Government set out a comprehensive package of reform, after a lot of work with the sector. During a debate here in September, the Minister said that the Labour Government were determined to fix the SEND system—alleluia to that. I hope that we will hear much more today about the Minister’s plans for practical action to be taken, rather than her talking about the last 14 years.

The Minister also referred on that occasion to the importance of working together. I will abuse my position to remind her of an invitation that has gone to her and the Education Secretary to join Norfolk MPs and members of Norfolk County Council who are coming to Westminster tomorrow, specifically to talk about SEND. I helped to push for that meeting and I hope that the Minister might be able to come along, even briefly, to hear about some of the challenges that we face. Ultimately, every Member here wants to ensure that children and families in their constituency get the support to realise their potential. I look forward to hearing her comments.

SEND Provision

Sam Carling Excerpts

Thursday 5th September 2024 Westminster Hall

[Peter Swallow (Bracknell) (Lab)]

On Saturday, I joined a group of SEND families in Bracknell to hear their experiences of operating within a broken system. The stories I heard from them, and those I have heard on the doorstep and from Members here today, are heartbreaking. Children are stuck on assessment waiting lists for months longer than they should be. Parents have to juggle work around caring for kids who are off school or find themselves repeatedly excluded because their needs are not being met, and are then left struggling to pay the bills.

There is inadequate provision in mainstream education, and there are far too few state-maintained special schools to meet the demand. As the previous Conservative Education Secretary admitted, the system is “lose, lose, lose”; it is desperately in need of reform.

[Sam Carling (North West Cambridgeshire) (Lab)]

Does my hon. Friend agree that one of the very serious consequences of the issues he is outlining is the problem of non-elective home education, where parents feel forced to take their children out of school entirely and feel they have no option other than to educate them at home? Does he, like me, welcome the measures in the proposed children’s wellbeing Bill that will require local authorities to set up and maintain registers of children not in school so that we get a better sense of the problem?

[Peter Swallow]

Absolutely. I was proud to highlight in my maiden speech the issue of ghost children, who are missing out on education and too often fall off the radar. That is a really important part of the puzzle.

The Government have rightly placed education at the heart of their programme for change and have a national mission to break down the barriers to opportunity for all children. Nobody needs that more than our SEND kids, who face significant barriers to inclusion. This is a question of social mobility. How can we ensure that, no matter a child’s needs or background, they thrive in school and into their adult life?

I could focus on many areas where improvement is desperately needed, but one issue that is raised time and again by the families I have spoken to in Bracknell—it has been raised by Members here today, including the hon. Member for Gosport (Dame Caroline Dinenage) and my hon. Friend the Member for Washington and Gateshead South (Mrs Hodgson), and I experienced it in my previous career in education—is the lack of adequate training about SEND in schools, both in initial teacher training and as part of a teacher’s continuing professional development. That is why I was proud to stand on a Labour manifesto that committed to introducing a new teacher training entitlement to give teachers the time they need to learn skills that will help them better support SEND kids. When I was a teacher, time was always the most precious resource. I would like to see the pledge include more targeted support for SENCOs and input from SEND families at all stages.

Let me be clear: there are many more areas where this broken system is in great need of reform, and we have heard many fantastic contributions to that effect today, but if we ensured that more SEND kids were supported within the mainstream system—if they were able to attend school and were not shut out of education—we would reduce the pressure on heavily oversubscribed special schools and would be one step closer to fixing the SEND system and breaking down the barriers for all children.