Testing times for young readers

2016’s SATs results left many feeling demoralised and disappointed

Primary schools have worked extremely hard this year to implement the new Key Stage 1 and Key Stage 2 SATs tests, despite a raft of challenges and difficulties that were beyond their control. Yesterday’s publication of the KS2 SATs results has caused confusion and upset as many schools struggled to explain to pupils and parents why the percentages of pupils reaching the expected level appeared to have dropped compared to last year.

Education Secretary Nicky Morgan has been keen to explain why yesterday’s results cannot be compared to last year’s:

“We have raised the bar on what counts as a good enough standard in the three R’s for our children by the end of primary school. We know we are asking more, but we are doing that because we are committed to giving young people the best start in life.”

However, many pupils, parents and teachers still feel demoralised and disappointed.

The published results from across the country show:

• 53% of pupils met the new expected standard in reading, writing and mathematics
• 66% of pupils met the new expected standard in reading
• 70% of pupils met the expected standard in mathematics
• 72% of pupils met the new expected standard in grammar, punctuation and spelling
• 74% of pupils met the new expected standard in writing

It is concerning to see reading lagging behind the other subjects. Historically, many schools have been more successful in the reading SATs than in the writing SATs.

At the time of the tests, schools reported pupils being left in tears as they attempted the reading SATs paper. The ‘pass mark’ for the paper was only 21/50. It may also suggest that whilst item knowledge, such as parts of grammar and punctuation marks can be more successfully measured through a test, the complex process of reading for meaning and understanding is less successfully measured in this way.

There are many calling for the reading test to be scrapped. James Bowen, director of NAHT Edge, said that SATs had “become a box-ticking exercise for children in order to satisfy bureaucrats and politicians.”

He added:

“Increasingly, parents and teachers agree that high-stakes statutory tests like SATs can actually make it harder to find out what children are really learning and to improve their education.”

Many schools feel that their pupils’ significant progress in becoming readers for life has not been captured in these tests. We urge schools, teachers and parents to try to focus on the broader skills and opportunities that embedding a love of reading can provide for their pupils.

Our research shows that children and young people who enjoy reading very much are three times as likely to read above the level expected for their age as young people who do not enjoy reading at all (32.7% versus 10.1%). By focusing on attainment as the core goal, we risk reducing enjoyment of reading for young people.

Originally published at www.literacytrust.org.uk.