‘Schools testing a negative for pupils’

NATIONAL reading and numeracy tests are a negative experience for pupils, according to teachers in Wales.

A poll conducted by Welsh teachers’ union NUT Cymru found that 98% of respondents did not believe the controversial external tests were a positive experience for pupils.

Almost nine in 10 teachers (86%) felt the tests added to their workloads, and nearly a third (29%) said they had been preparing pupils for more than four weeks.

Of the 287 teachers who responded to the NUT survey, 95% said the tests had provided no new information about the pupils they taught that was not provided by teacher assessment.

And just 5% thought the tests would lead to improvements in pupil attainment.

One teacher who responded to the survey said: “I want to hang my head in shame for what I’m doing to the mental health of the children in my care.

“I’m ashamed of being a part of a system where all the encouragement of the past year is wiped away by a cross on a scale which says they aren’t good enough.”

Another teacher, whose identity has been protected, said: “My main concern is that pupils become anxious and disheartened by the tests.

“Most parents told me that they are against the tests as they do not enhance their children’s education and a high percentage of pupils did not want to come to school during the testing period.”

Statutory for all learners in Wales aged seven to 14, national reading and numeracy tests were introduced in 2013 to help teachers monitor pupil progress in key skills.

But they have had their fair share of teething problems and there have been heated rows over who would be responsible for marking; statistical issues preventing direct year-on-year comparisons being made; and fears regarding the wellbeing of pupils.

There have also been suggestions the tests are contradictory to the philosophy of the Foundation Phase, a flagship early-years policy based on learning through play.

David Evans, secretary for NUT Cymru, said: “Once again we see an alarming level of anger and frustration from teachers when asked about the impact of these tests on pupils and on their working conditions.

“Far from being convinced by standardised testing, the profession is becoming increasingly disillusioned with the policy.

“Perhaps the most depressing evidence is the anecdotal feedback from teachers in regards to the impact those tests have on their pupils.

“Children are being left demoralised, in tears and with low self-esteem.”

A spokesman for the Welsh Government said: “We believe the best way to ensure children make regular progress is to make sure they never fall behind and that this can only be achieved through careful assessment of their progress.”