Government plans to introduce a mandatory Year 8 reading test for pupil in England have been rejected by teachers.
A survey of almost 1500 children, by the National Education Union (NEU), found that teachers did not believe the tests would help to identify children needing additional help, nor would they help to support them in improving their literacy skills.
Teachers also believed the tests would narrow the curriculum by taking time away from the teaching of English and other subjects, and would lead to an increase in workload.
Just one in seven, 14%, said that a reading test would have a positive impact on pupils’ reading for pleasure.
Identifying and supporting
Asked which approaches are most effective for identifying pupils who need support, teachers put professional judgements supported by strong relationships first.
Almost eight out of ten respondents emphasised approaches such as classroom observation and conversations with pupils, with two-thirds citing discussions with colleagues and parents, 40%.
They also believe that existing and non-statutory assessment methods were more effective. Statutory year end tests came bottom, on 31%.
When it came to supporting pupils with identified additional needs, the most effective methods were strongly linked to parental engagement, 62%.
Assessment practices were generally seen as less useful at this stage, while the perceived value of a statutory end of year test was notably lower, 23%.
What schools need are resources for early identification and targeted support
The report said: “It is clear that teachers already identify pupils who need additional support with reading through classroom observation, independent work, reading activities and ongoing interactions with pupils.
“A statutory test is therefore unlikely to provide significant new insight and may simply confirm challenges that schools already understand.”
There was also “limited confidence” that schools were adequately resourced to provide additional support to pupils who need it.
The NEU said that, rather than investing in yet another layer of assessment, government should prioritise early intervention, specialist support, teacher development, targeted literacy programmes, and small-group and one-to-one support for pupils who need it most.
Impact on mental health
The NEU also pointed to the negative mental health impacts of repeated testing in primary education, with nearly 80% of parents believing SATs harmed the mental health of 10-11-year-olds. Concern was even greater among parents of children with special educational needs and disability (SEND).
Daniel Kebede, general secretary of the National Education Union, said: “The Year 8 reading test is not needed nor wanted, No lessons have been learned from the harm done by SATs and the wider ‘exam factory’ culture. This is not the way to unlock a passion for reading and learning.
“What schools really need are the resources to provide early identification and targeted support. This should come sooner than Year 8 and form part of a wider effort to ensure there is a broad and balanced curriculum for all.”
