By Maxine Thomas-Asante
If one thing is clear when we look at the English education system, it is that we could be doing more to prepare our children to thrive. Our focus on statutory tests puts additional pressure on young people that is worsening the mental health crisis and limiting their opportunity to explore interests rather than just memorising content. The negative impact of this is likely to become particularly apparent as children enter Year 2 this autumn.
This year, the pressure of Year 2 SATs will be even greater for the children who are most disadvantaged. Due to the suspension of exams and tests during Covid-19, children did not sit their Year 1 phonics test. The government has now passed legislation requiring Year 2 pupils to take this test in the Autumn term of 20/21. Any children who fail will retake this test in the Summer term of 20/21, alongside their two Key Stage 1 (KS1) SATs tests.
There’s growing consensus amongst headteachers, teachers and parents that it’s wrong to expect young children to perform in formal tests despite the considerable disruption they have experienced in 2020. Not only have our children had to depend on learning remotely, with varying support; they are also adapting to a very changed, socially distanced school environment; and some schools have already had to send children home because of new Covid-19 outbreaks.
We have seen what happens when we do not preempt potential issues caused by changes to the education system as a result of the pandemic. In August, the algorithm and system used to determine final A Level grades caused chaos. The original algorithm led to a disproportionately negative impact for schools in areas with a high BAME and low income communities. Organisations like the Runnymede Trust called for the government to carry out a comprehensive Equality Impact Assessment to catch these issues before results day. Failure to do this caused frustration and stress. It also meant thousands of young people across the country were unable to take up their desired places at university. The backlash left the government scrambling to change the algorithm in the week between A Level and GCSE results days.
Even before Covid-19, educators were calling for changes to KS1 tests. It will be necessary to be vigilant with any proposed alternatives to KS1 SATs. Early education specialists already judge the proposed Reception baseline test damaging and unfit for purpose. While the government considers future alternatives, we have to make sure our education system is moving in the right direction to empower our children, stimulate creativity, and oppose social ills like structural racism and classism.