The below Parliamentary question was asked by Tim Farron on 2016-10-13.
To ask the Secretary of State for Education, if her Department will review the effect of SATs in primary schools on children’s mental health.
Edward Timpson
Good mental health and resilience are a priority for the Department. We have high aspirations for all children and want them to be able to fulfil their potential, both academically and in terms of their mental wellbeing.
Good schools manage tests appropriately, and there is a lot that teachers can do to help prepare pupils to take tests and exams, and to help parents support their children. Good school leaders know that positive mental wellbeing, as part of a ‘whole-school’ ethos, along with good teaching, supports pupil attainment.
The Government considers the impact of primary testing on all children as a matter of course, and we listen to the views of parents on an ongoing basis. Tests are an established and valuable part of a child’s education. Tests in primary school are not examinations and should not put pressure on pupils. They are about helping teachers to identify where additional support is needed and ensuring that schools are accountable for the education that they provide.
We trust primary school teachers to use their experience and professional expertise to administer assessments in a way that does not put undue pressure on pupils. Schools should encourage all pupils to work hard and achieve well, but we do not recommend that they devote excessive preparation time to assessment, and certainly not at the expense of pupils’ wellbeing.
We know that recent reforms to primary assessment have represented a significant change for schools and these will need time to embed. We are committed to listening to teachers and parents to ensure primary assessment arrangements are proportionate as well as robust.
To support schools to understand signs of stress and mental ill-health and to provide support to their pupils, the Government has funded MindEd to develop a free, on-line resource for all professionals, including teaching staff, working with children and young people to access information about mental health issues. We also funded the PSHE Association to produce guidance and age-appropriate lesson plans on teaching about mental health in PSHE. In addition we have published guidance on behaviour and mental health, which sets out how schools can identify problems and seek support, as well as a blueprint for effective school-based counselling to help schools provide access to support.
However, teachers are not mental health specialists and need to know how to help pupils access specialist support. We contributed to a £3 million joint pilot between schools and children and young people’s mental health services to improve local knowledge and develop effective referrals to allow pupils to access timely specialist support where needed.
