Tag Archives: accountability pressures

Life after SATs – a world to win

It is hardly surprising that the prospect of ending SATs has worried some parents and teachers. After all, younger teachers, and most parents, have always lived under their shadow. SATs are part of the landscape. It’s hard to imagine what … Continue reading

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Are SATs closing the poverty gap?

Based on an elaborate formula invented by his officials, schools minister Nick Gibb is “proud we’re closing the gap between rich and poor pupils.”  A more straightforward measure shows that nothing has changed. Last summer 54% of children eligible for free … Continue reading

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Primary school tests and children’s mental health

One study after another has shown the damage being caused by SATs to children’s mental health. In a survey by the ATL (now part of the National Education Union) in 2016, 89% thought that testing and exams were the biggest cause … Continue reading

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Stop these tests, protect the children

Following Michael Gove’s revision of the National Curriculum, the Government deliberately set out to make tests harder. The result was predictable. In their first year, the new KS2 SATs failed half of England’s children in at least one subject (Reading, … Continue reading

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Demoralisation and failure: what are we doing to children?

In the open letter which a hundred education professors and lecturers wrote to Michael Gove in 2013, and which hit the front pages of national newspapers, the government was clearly warned about what the new curriculum would do. The lists … Continue reading

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How teaching can be different

by Valerie Coultas Cultures of performativity must go if collaboration and creativity is to survive in teaching This article takes issue with the dominant managerial view that teaching is improved by close supervision and imposed lesson observations. Instead, I argue … Continue reading

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Progress 8 – a biased and misleading measure

Progress 8 was supposed to be a fair measure of secondary school ‘effectiveness’. New research confirms that it is seriously biased against schools with more disadvantaged pupils. It is vital to expose this injustice because scoring ‘well below average’ on Progress … Continue reading

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