Key Stage 1 assesments
New assessment arrangements for seven year olds at Key Stage one combining National Curriculum tests with continuous teacher assessment will be extended nationally to all primary schools for the current academic year, confirmed schools minister Stephen Twigg today.
Government Response: Department for Education and Skills
Stephen Twigg schools minister said: "For seven year olds, a teacher's overall, rounded assessment of a child's progress through the year, underpinned by national tests, will provide a more accurate guide to their progress than their performance in one set of tasks and tests.
"However, there are no plans to extend this approach to Key Stage two and Key Stage three, where it is important for schools and parents to have information on a child's performance through objective, nationally benchmarked tests for ages 11 and 14."
Party Response: Liberal Democrat
Phil Willis MP, Liberal Democrat education spokesman said: "Today's announcement is a welcome first step on the way to scrapping external testing for seven year olds.
"SATS at seven must be replaced with ongoing teacher assessment, which leaves more time for teaching and reduces the stress for children and parents.
"Assessment must be built around the benefit of children and not around the fulfilment of government targets."
Stakeholder Response: Association of Teachers and Lecturers
Gwen Evans ATL deputy general secretary, said: “This is the DfES goose that has laid the golden egg. We know from members that the trials have been thorough, even exhaustive in some cases. What has been proved is a child’s learning achievements can be more reliably assessed in normal classroom conditions. No longer will capable seven-year-olds decide that they will fail forever, having done badly in the old SATs tests.
“We warmly welcome the new combination of teacher assessment, together with a single, standardised but not scaring test of a learners’ basic skills. Given the success of the key stage one trials, the time is now right to take a closer look at key stage two.”
Stakeholder Response: National Union of Teachers
Steve Sinnott, NUT general secretary, said: “The move to give teacher assessment pride of place in informing parents is very welcome. It is good news for all teachers and parents.
“Trusting teachers to provide results from their assessments rather than requiring them to rely on tests is a major step forward.
“The logic must be for the government to draw on the experience of
“Teachers’ assessments provide schools and parents with the information they need to promote future learning. The tests are burdens without benefits and disrupt rather than promote children’s education.”
Stakeholder Response: Professional Association of Teachers
Jean Gemmell PAT general secretary said: "This is excellent news, although we would like to see a comprehensive review of all National Curriculum Testing.
"Tests are putting children under increased stress and they don’t give the best measure of individual pupils’ ability. Testing places extra stress on teachers and parents too.
“We would welcome greater use of teacher assessment, as this would allow teachers to educate children, rather than teach them to pass tests, and give a much more accurate picture of children’s educational development.
"Our 2000 survey, Tested to Destruction?: a survey of examination stress in teenagers*, revealed that young people between five and 18 were likely to have undergone over 100 public examinations. That is too many."
Stakeholder Response: Secondary Heads Association
Dr John Dunford, general secretary of the Secondary Heads Association, said: "The evaluation of the key stage one pilot has found that the new arrangements are robust. I note that Stephen Twigg has said that ‘a teacher’s overall, more rounded, assessment of a child’s progress through the year will provide a more accurate guide to their progress’ than a single set of tests.
"The government is wrong not to extend this to key stage three, where greater reliance should be placed on the professional judgement of teachers.
"Maths and science tests for 14 year olds have caused little controversy, but key stage three English tests have never been satisfactory and this year’s marking fiasco further shook confidence in them.
"The reliance on external testing should be reduced by the use of SHA’s chartered examiner scheme (outlined in a paper published last week) with more use of teacher assessment at key stage three,
Chris Keates, acting general secretary of NASUWT, the largest union representing teachers throughout the
“Teachers generally welcomed the move away from the rigid adherence to the tests and the return of the opportunity for them to exercise professional judgment.
“However, it was also evident from the information we received that whilst the government’s intention was for the scheme to be introduced without additional workload and bureaucratic burdens on teachers, the process used in some schools and LEAs had put teachers under additional pressure.
“NASUWT welcomes the assurances the DfES has given to us that steps will be taken to minimise variations of approach between schools and LEAs to prevent any adverse impact on teachers particularly from the moderation process.
“NASUWT will continue to monitor this development.
“This new system must work within the parameters of the contractual changes to reduce teacher workload and the principles of remodelling of the school workforce we have negotiated with the government.
“However, although this new approach is to be welcomed, we remain convinced that whatever system is used the pressure on schools, rigidity of working practices and restrictions on the exercise of teachers’ professional judgment will continue while the performance league tables remain in place. A more sensible system of accountability is long overdue.”
Stakeholder Response: Institute of Education
Dr Vivian Hill, senior educational psychologist at the Institute of Education said:"The news that the assesment arrangements for seven - year - olds are to be streamlined is welcome.
"British pupils are the most intensively tested children in the world, and research has shown that for a significant number, this brings about physical and psychological symptoms of stress. Stressed children cannot perform at their best.
"The plans to distribute testing more evenly over the academic year will do much to ease the pressure on both children and teachers. The familar class teacher will be more likely to carry out the assesments, which was not always possible in the past.
"The new arrangements will improve the quality of the testing experience for children and teachers and will send a strong message that teacher assesment, which is more holistic, is valued.
"Stress and anxiety are likely to lower test scores. Assesment by teachers who know what a child is capable of will produce a result that more accurately reflects the child's abilities. A single result will also be far less confusing for parents."
Stakeholder Response: Reading Recovery - Institute of Education
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