Gov assessment plans could narrow pupil engagement, NEU finds

The government’s plan to keep all existing primary assessments and introduce a statutory reading test for Year 8 pupils will narrow the curriculum and worsen pupil engagement, according to a new survey by the National Education Union (NEU).

The online poll of 1,136 primary and secondary teachers was carried out on 10 November, shortly after the publication of ‘Building a world-class curriculum for all’.

The Department for Education (DfE) accepted the review’s recommendations, but went further by deciding to make the Year 8 reading assessment statutory.

Among primary respondents, three quarters said that retaining all statutory tests would worsen pupil wellbeing and engagement. Over half believed it would narrow the curriculum, while only a small minority thought it would broaden it.

Teachers reported that statutory tests leave limited room for wider learning, particularly in schools serving highly deprived communities. One respondent said that formal assessments had proved “detrimental” to pupils and had increased pressure on staff.

Teachers were also asked about the impact of retaining SATs. Some 86% said the tests worsen pupil engagement, and more than half said they damage attainment. Only 1.4% felt that SATs support a broad and balanced curriculum.

Secondary respondents expressed similar concerns about the new Year 8 reading test. Meanwhile, 60% said it would reduce lesson time for other subjects. Teachers noted that pupils’ progress is already monitored through ongoing classroom assessment, and warned that a statutory test risked diminishing students’ enjoyment of reading.

A further 60% of secondary teachers said that a continued reliance on exam-only assessment, even with a slight reduction in exam time, would prevent students from demonstrating their full abilities.

Survey participants argued that the government’s approach does not align with its aim of delivering a broad and balanced curriculum and questioned whether further testing would help address rising concerns about pupil engagement and mental health.

General secretary Daniel Kebede said: “Broadening the curriculum matters. A top-down ‘exam factory’ culture and a stifling curriculum have, up to now, resulted in high rates of mental ill-health among young people, the choice of subjects at secondary being reduced, and a level of disengagement that can lead to classroom disruption and truancy.

“The Curriculum and Assessment Review was an opportunity to address the elephant in the room. Scrapping the EBacc, improving representation across the curriculum, and addressing over-crammed curriculum content are all positive steps towards that goal.”

He added: “Sadly, the panel’s work was undermined by a government intent on sticking with the tried and over-tested. In March it pre-empted the Review’s conclusions by indicating it would keep all statutory primary assessments. In putting its thumb on the scale, the government blew the opportunity to re-set education and eradicate the mistakes and tick-box obsessions of past governments.

“There is still time to change approach. Government must stop, look and listen. If they are serious about young people and unleashing opportunity, then that starts with the curriculum. It is clear that the current strategy of yet more assessment will do nothing to broaden the curriculum. This is the very opposite of what parents and the profession want to see.”