Will your child be starting Reception in September 2015? If so, did you know that they may find themselves facing the government's new baseline assessments just a few weeks after they start?
The government are asking primary schools to introduce the new tests, which will be available from a choice of private companies, to measure how well schools "add value" from the start of Reception to the end of Year 6. Trouble is, these assessments will do nothing to benefit individual children. Rather, they're a mechanism for monitoring schools’ performance – and they’re likely to do your children more harm than good.
Of course, assessments for four and five-year-olds aren't necessarily a bad thing - teachers already do them as part of getting to know their children and planning their learning. The difference is that, at the moment, they do it in a holistic way: they get to know the children and they observe them as they settle into school. They find out what they can already do and what they need more support with. Teachers also get reports from the nursery or preschool if they've been to one, and vitally, they talk to parents and carers (who know their children better than anyone else) about what the child knows and can do.
Children settle into school at different rates, and some take longer than others to gain the confidence to show their capabilities in a new environment. Their development is not linear, and so there isn't a simple check-list for monitoring their progress. That’s exactly why the Early Years Foundation Stage (EYFS) – the curriculum for nought to five-year-olds in England – is based on age-appropriate principles, with the emphasis on observing what children can do over a period of time, rather ‘marking them down’ because they haven't reached some notional benchmark on a particular day.
These new baseline assessments won’t rely on parents’ and teachers’ careful observations of their charges, or follow the developmentally appropriate practice of the EYFS. Instead, the tests will be designed by an external body, because the government believes this will be more objective than teachers’ observations. But standardised external tests just aren't a valid or effective way of assessing a 4-year-old's knowledge and abilities - as any parent knows, young children don't perform on demand in an unfamiliar environment.
Moreover, the assessments won't be age-adjusted, so a child aged 4 years and a day will be judged on the same criteria as one aged 4 years 11 months. Summer born children, boys, children with special educational needs and children whose first language is not English, amongst others, will all be disadvantaged. They will also take up a significant chunk of teachers’ precious time - at least 30 minutes per assessment – time that could be used to help kids settle in.
The government also wants the tests to focus on its priority areas of literacy and numeracy – but performing at these kinds of tests aged 4 isn't a good predictor of children’s later progress. There's plenty of evidence that children who learn to read later do as well as their peers who start younger, and often better, because they retain a greater enthusiasm for it. If you want to know how well children will do later in life, it’s far better to look at children more holistically: are they self-motivated, resilient, curious and keen to learn? A narrowly focused baseline assessment won’t measure these characteristics.
Then there's the question of what will happen to the results. It's hard to imagine that schools won't share them with parents. But how would you feel if, just weeks after your child starts school, you are told that they have been assessed as "failing"? This can only be demoralising for children at a stage when building self-confidence is vital, and stigmatising for parents who may feel they are being blamed. It will be a barrier to building strong relationships between parents and teachers, and probably in cases where it’s particularly important for families and children to be supported by schools.
It seems like the government is going backwards. How can they endorse the EYFS, a (very sensible) approach to the curriculum, on the one hand, and, on the other, request a blanket ability assessment within weeks of starting school? Because of this, and for all the reasons above, we, on behalf of a coalition of Early Years organisations, are urging the government to rethink, before it's too late.
You can find out more information and view the petition here.
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Guest post: Baseline assessments - 'it's wrong to test four-year-olds like this'
MumsnetGuestPosts · 20/01/2015 16:36
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