The decision by the Children's Secretary, Ed Balls, to kill off the Sats exams for 14-year-olds is arguably the most momentous decision taken by a politician since Gordon Brown became Prime Minister. Dramatic as it may sound, I believe the scrapping of these wretched exams will have far greater long-term repercussions than the bailing out of the banks.
As a middle-aged teacher who has taught for nearly two decades in state schools, I have had my life transformed. For 16 years, I have been penned up in sweaty classrooms drilling bored teenagers through the pointless complexities of the English Sats papers. I have watched some pupils bow their heads and scribble dutifully over them, while others turn them into paper aeroplanes. I have gone home every day worrying about how I might improve my results in this year's test. In my most depressed moments, my life itself has felt like one long, sad Sats test.
When the Education Act of 1988 introduced the concept of Standard Attainment Tests--Sats, also known as Key Stage tests--I, as a young teacher, cheered. In common with most of my colleagues, I support the notion of testing our children in a regular and organised way. In theory, Sats appeared eminently sensible: Key Stage 1 and 2 tests would assess seven-and 11-year-olds mainly in reading, writing and arithmetic, while Key Stage 3 tests would have equal components of testing in English, maths and science. Children would be assigned levels from 1-7, which were standardised across the whole age range, and therefore parents, pupils and teacher could see clearly whether students were progressing at the expected rate: if a pupil did not move up at least one or two levels between each stage then alarm bells would ring.
In practice, however, these tests have proved to be nightmarish failures. The Sats have not only led to a marked decline in standards, they have broken children's zeal for learning. They have alienated pupils, teachers and parents alike without making schools properly accountable. The root of the problem is this: the Sats have made children better at passing abstruse exams but in so doing have bludgeoned out all enthusiasm for learning, leaving them lacking in initiative, floundering who confronted with unexpected challenges, unable to construct sustained arguments and powerless to think imaginatively. At a stage in their education when pupils could be reading great literature in English, exploring the wonder of numbers in maths, understanding the forces of the universe in science, they have instead been plodding through tedious practice papers and learning the wording of the relevant mark schemes. They have not been educated; they have been trained simply to jump through the hoops of the exams.
How differently I felt in 1991. During that first dawn of Sats I was pleased, because previously there hadn't been any clear targets to work towards and no way of knowing what pupils had achieved before they came to you.
But as the Key Stage tests were phased in, it became increasingly obvious that they were failing to assess the essentials and, more disturbingly, were putting children off school. The KS1 and 2 tests were supposed to give accurate information about pupils' proficiency in the three Rs. However, as an English teacher who was expected to use the KS1 and 2 English scores to inform his teaching, I soon noticed that the levels the pupils were arriving with from their primary schools were inaccurate. More worryingly, the method of "teaching to the test" seemed to have sapped the confidence and passion of children as young as 11. I can vividly remember, five years ago, my new Year 7 pupils groaning when they saw that they would be reading a novel with me at the beginning of the year. "Do we have to read books?" a blond-haired boy named Liam asked me during the first week of term. I has never encountered such resistance to learning before. …