Actor Anna Maxwell Martin and a group of parents have warned that primary school tests have “devastating effects” for children with special educational needs and disabilities (SEND).
They have written an open letter to the government asking ministers to consider reforming SATs (standard assessment tests) to accommodate the youngsters’ needs.
The 22 parent groups say the system is damaging for children with SEND and they want to see a more inclusive approach which incorporates the needs of the individual child.
The letter to Education Secretary Bridget Phillipson said the current system “actively harms” children with SEND, leaving them often disengaged from school as they move on to secondary school.
Maxwell Martin, who has starred in TV comedy Motherland and police drama Line Of Duty, said: “The government needs to look much harder at how to make things better for children in schools, particularly children with SEND.
“This is a systemic failing within our assessment system, not the fault of any individual teacher or headteacher.”
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Research by the SEND parent group said only 24% of SEND children passed the SATs, and 67% of SEND children did not want to attend school because of them.
Half of the parents questioned also said their child’s self-esteem was damaged, and they believed SATs would have a lasting negative impact.
‘Change the system’
The letter to Ms Phillipson said: “Forcing children into a system that actively harms them is not the answer. Changing the system so that our children want to attend is.”
But some think SATs do not serve any child.
Lee Parkinson MBE, a primary school teacher and education consultant from Manchester, said SATs are a negative process for all children, not just children with SEND.
He told Sky News: “SATs don’t serve any child, let alone those with SEND. They were never designed to support learning.”
He called the tests a “blunt accountability tool, a stick to beat schools with, rather than something that helps teachers understand children”.
‘Speed rewarded over understanding’
Mr Parkinson claimed SATs were “built to catch pupils out. They reward speed over understanding and memorisation over genuine thinking”.
“That alone disadvantages huge numbers of children, but for pupils with SEND the gap becomes a chasm. Processing speed, anxiety, sensory needs, working memory difficulties, language disorders… none of these are accounted for in a system that measures every child by the same stopwatch and mark scheme.”
Mr Parkinson added: “For many SEND pupils, success in school looks like communication gains, emotional regulation, confidence, independence and steady academic growth in a way that matches their needs.
“SATs don’t measure any of that. Instead, they label, limit and distort the reality of what progress actually looks like for the children who need thoughtful, personalised provision the most.”
The open letter also said children with SEND who failed SATs “spend their entire year 6 convinced they are not clever enough”.
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‘Urgent need for rethink’
Sarah Hannafin, head of policy at school leaders’ union NAHT, said there is an “urgent need” for the government to rethink the value of SATs.
“If statutory tests are here to stay, they must be designed to be accessible for the vast majority of pupils, they should recognise the attainment and progress of all children, and they should not damage children’s confidence or cause distress,” she said.
What does the government say?
A Department for Education spokesperson said: “Primary tests and assessments play a vital role in helping schools ensure every pupil can achieve and thrive, while also identifying those who need additional support.”
“The government’s independent, expert-led Curriculum and Assessment Review panel shaped key recommendations aimed at improving our national curriculum, and included key insights from SEND experts.
“We are actively working with parents and experts to improve support for children with SEND, including through more early intervention to prevent needs from escalating and investing £740 million to encourage councils to create more specialist places in mainstream schools.”
