Key Stage 2 Exam Results
Debate between Lord Bew and Baroness Blake of Leeds
Baroness Blake of Leeds (Lab)
My noble friend is absolutely right: transition is important. Secondary schools do not rely on the SATs results immediately; they are used in a longer-term process. However, on her last point, I reassure her that, following the recent announcement from the Chief Secretary to the Prime Minister, a new public interest test will be applied before renewing expiring government contracts, in order to prioritise long-term value. Everything is on the table. We need to make sure we get the best outcome for those pupils, and for the staff who do such a brilliant job supporting them through all the different stages of their education.
Lord Bew (CB)
My Lords, from 2011 I chaired the Department for Education’s independent review of key stage 2 assessment. We had many good discussions with Pearson during that time, and I am very disappointed by this recent debacle. One of the key things is the breakdown between Pearson and the markers, which seems to be at the heart of this failure. Can the Minister probe this when the investigation occurs? The review I was engaged in wanted to produce the most humane, creative key stage 2 set of tests. It was also motivated by a desire to maintain the UK’s significant position in world educational rankings. Nobody owes this country a living. So, this failure is not just a matter of the disappointment to schools and parents in the last few weeks; Pearson has to be told it has a role to play in maintaining this country’s overall placing in world educational attainment.
Baroness Blake of Leeds (Lab)
I thank the noble Lord for his timely comments. I reassure him that the delay was about technical issues with uploading the data, rather than the actual marking of the tests themselves. Obviously, all of this will be looked at in great detail. He is absolutely right about the humane aspect. For whatever reasons—I am not sure it was the intention at the beginning—pupils take SATs very seriously. It is a really big deal for year 6 pupils to go through them. We have to make sure there is confidence in the system, and that they can be supported, particularly the most vulnerable children, who can be given an alternative form of assessment if required.