Early Years Foundation Stage (Miscellaneous Amendments) and Childcare Fees (Amendment) Regulations 2021

Baroness Bennett of Manor Castle Excerpts

Tuesday 13th July 2021 Lords Chamber

[Baroness Bennett of Manor Castle (GP) [V]]

My Lords, as happens all too often in these debates, I find myself beginning with the regret that the regret Motion is not something stronger. None the less, I thank the noble Lord, Lord Watson of Invergowrie, for tabling this Motion and ensuring that the House has the chance to air these issues.

I start from a very different philosophical position from that of the noble Lord, Lord Watson. I believe that tests and exams are a harmful part of our system. They are far too dominant, consuming vast hours wastefully in preparation and cramming, and are a major contributor to mental ill-health. To what purpose? They test how well you do tests and exams and little more. I can say that from personal experience, having over the years got high marks in subjects of which I knew little to nothing, simply by working out what I needed to do for the test, rote learning it and forgetting it as I walked out the door of the exam room. I am not proud of that, but that is what the education system taught me to do.

For many people, we know that tests and exams are a hugely stressful, damaging experience, in which they cannot show their true colours, skills, talents, ability or knowledge. In the modern world, with search engines at your fingertips and the need to think creatively, critically and flexibly, they are particularly poorly equipped as any kind of preparation for life—a life that will require you to co-operate with others rather than compete against them. Preparation for life is what our education system should be, not just exams.

Some of those arguments will not apply to these tests. One would hope that they will not be stressful and that there would not be cramming for them, although, given the panicked competition some parents feel and the pressure on teachers, that cannot by any means be guaranteed. None the less, there are powerful arguments against them and the strongest was made to me some years ago by a school head in North Yorkshire when these tests were first mooted. She said: “I don’t want to start children’s school lives by damaging them with a test”, surprising herself, I think, as she found herself near to tears at the thought. That is a view I have subsequently heard from many caring teachers and expert scholars, and is reflected in the briefings that I and, I am sure, many others have received.

The More Than a Score campaign group—in which I declare an interest as I work with it regularly—notes the utter senselessness of testing four year-olds. You could run the same test three days running and get three utterly different results: it depends on how the child is feeling at the time. I note too that the petition against reception baseline assessment had 112,000 signatures.

For many children standardised tests are utterly unsuitable: those with special educational needs, with English as a second language or, as we all know too well, with the massive, indefensibly ridiculous disadvantage of a summer birthday—a great flaw in our rigidly age-straitjacketed educational system. The settling-in period for primary school is different for different children. For some it is a great adventure, for others it is a terrifying ordeal no matter how much care and compassion they are shown. That is definitely going to show in the test results.

I note that the British Educational Research Association expert panel questioned the accuracy of the data and how it could be used to support children's learning, stating that these tests cannot be “accurate or fair”. Under normal conditions, in the early weeks as children start, schools make assessments of their educational needs. But they do it in a non-intrusive and continuous way, using the teacher’s professional judgement rather than a one-off binary test in which answers are recorded as “yes” or “no”, with no space for comments.

There is also a further risk of damage in reducing the time for play. We know that play is crucial for the development of children’s linguistic and cognitive skills, as well as beneficial for well-being and self-regulation. If you have a class of 30 taking 30 minutes for each test, that is 15 hours of lost teaching time in the first few weeks, not including the time spent preparing for the assessment and recording the results.

I also wish to add my voice to the question raised by the noble Lord, Lord Knight of Weymouth, noting that we have no guarantee that this data will not be sold to commercial organisations. In the Minister’s answer could we have that guarantee?

It is telling that we are being told that this aims to close the attainment gap, yet there is absolutely no evidence of how it might do that. We do have a huge problem with the attainment gap, reflecting the fact that levels of inequality—and poverty—in our society are extraordinarily wide. Schools can help, of course, but they cannot fix this problem. The only certain way to reduce the attainment gap is to end poverty and reduce inequality.

This test does nothing at all for teachers or pupils. It is designed and intended solely as a system measure. It is, therefore, all about the data and not about the child. I seem to have taken part in a lot of medical debates in your Lordships’ House in the past year. One of the phrases that comes up again and again in those is “First do no harm”. The proposal for these baseline reception assessments does harm and there is no evidence of benefit.

I agree with the noble Lord, Lord Addington, that we should not use Covid as a reason for delaying the introduction of these tests, as strong as that reason is. We should simply abandon the whole misguided idea of reception baseline assessments. They are, like far too many things we see from this Government, a piece of theatre—a simulacrum of action, rather than an effective delivery of change. That would require actual resources, funding and support for schools—action to tackle the poverty and inequality that are the cause of the attainment gap.