Despite repeated calls for the Government to take decisive action on exams and testing this year, no plans have been announced, causing growing concern for school staff. While significant focus has been on GCSE and A Level exams, there is considerable burden on primary staff, with no changes to the normal cycle of primary assessment. With phonics checks due to be carried out prior to the Christmas break, time is running out for a decision to be made.
For staff in primary schools, there has been considerable speculation about the reasons for undertaking tests this year. Many have asserted that the usual benchmarking no longer applies due to the ongoing disruption of covid. Equally, it has been argued that these tests are not suitable for testing where students are currently performing, given the extent of learning loss this year.
Schools North East surveyed the region’s school leaders to hear their views on this issue. More than 75% felt that the phonics screening check shouldn’t go ahead this year. Those who responded ‘no’ highlighted the huge covid-related disruption students have faced through lockdown and beyond with collapsing bubbles and self-isolating, which have caused large disparities across groups, so that the test would not be accurate or meaningful. Of those who answered ‘yes’, almost all had the caveat that it should only be for internal purposes and not used as an accountability measure for Ofsted or school league tables.
Despite strong feeling that these tests shouldn’t go ahead, the majority of respondents were still planning to carry these out prior to Christmas, with responses pointing to the legal requirement for them to do so, rather than because it was useful to staff or students. Many felt they ‘had no choice’ in this matter.
However, almost 90% of respondents disagreed that the data would be fit for use in any inspections, due to resume from January 2021.
Over 90% of respondents also felt that SATs should not go ahead, pointing to the same issues around the phonics tests, that data would not be meaningful due to the disruptions and disparities of this year.
When asked what changes could be made to assessments, many felt that teacher assessments were the most appropriate method of judging students’ progress. Others suggested modifications such as more time in tests, or simply untimed tests to allow students to work at their own pace, reduced content to alleviate teaching pressures, and changing grade boundaries. Respondents overwhelmingly felt that test results should not be used as an accountability measure.
Schools North East has repeatedly called for the suspension of leagues tables, this year and next, and a delay to the reinstatement of Ofsted Inspections. It is apparent that schools are still dealing with significant disruption and strain on staff. Making schools undertake high stakes accountability measures and unnecessary benchmarking this academic year detracts from the priority of ensuring our children have a safe and stable environment in which to learn, and to aid their recovery from the impact of the pandemic.
