Education

UK students are the most tested in the world

Published

10 years ago

June 6, 2016

Testing: the problem, not the solution

A REPORT by ChildLine, the NSPCC backed children’s helpline, has confirmed what has been reported anecdotally for some time: exam stress is increasing and children are suffering as a result.

UK-wide increases in the level of child testing, dressed up as performance monitoring for schools, is ratcheting up pressure on students to perform; if not for themselves, then for the sake of their schools’ ratings and teachers’ careers.

Peter Wanless, NSPCC chief executive, said: “The pressure to do well is being felt by an increasing number of young people across the country.”

The bare statistics show that ChildLine delivered 3,077 counselling sessions about exam stress to school pupils in 2015-16. Almost a quarter of this counselling took place in the lead-up to exam season.

The UK Government has faced criticism for turning schools into ‘joyless exam factories’, while it has continued to extend its testing regime to include children as young as six. In Wales, where the Welsh Government has formerly reduced the amount of testing, the political controversy over Wales’s standing in the PISA results table has resulted in the reintroduction of some testing.

Whether this is to help students improve their results or make the Welsh Government feel better about its own failings, by shifting the blame for years of under-achievement on to schools and their staff, is unclear.

CHILDLINE FINDINGS NOT ISOLATED

ChildLine is not alone in noting a trend towards increasing anxiety and stress in school children.

A survey of 338 mostly secondary school heads carried out by the Association of School and College Leaders (ASCL) found that more than half (55%) have seen an increase in anxiety and stress among pupils in the last five years.

Former adviser to the UK Government Natasha Devon, who was fired after suggesting that the increase in anxiety and stress in pupils was directly tied to its reliance on testing, testing, testing.

In her TES column following her dismissal, Ms Devon said ‘Our government claims to be prioritising children’s mental health while apparently aspiring to an academic system implemented by countries where the child and adolescent suicide rates are staggering’.

She continued: “Arguments about ‘resilience’ and ‘grit’ are being used to justify piling unlimited amounts pressure on children. Stress is to mental health what avocados are to dieting – only a little is helpful. Furthermore, children (particularly those at primary age) are still in developmental stages where stress can impair cognitive development.”

While Ms Devon was talking specifically of the situation in England, it would be a mistake to believe that Wales was not affected by the same problems.

In 2014, UCAC, the Welsh teachers’ union, warned the then education minister Huw Lewis that testing was destroying the confidence of young learners.

Members of the union NUT Cymru said the reading and maths tests put too much pressure on children too young. One incident was reported in which a child stopped eating because of the stress caused by testing. NUT Cymru claimed the tests had little impact on attainment.

It was, however, the PISA results that caused the Welsh Government to reintroduce tests for seven year-old children.

IS THE TOWER OF PISA TOPPLING?

The Programme for International Student Assessment (PISA) is operated by the Organisation for Economic Cooperation and Development (OECD). The OECD is is an international economic organisation of 34 countries, with 25 observer members, founded in 1961 to stimulate economic progress and world trade.

It is a forum of countries describing themselves as committed to democracy and the market economy, providing a platform to compare policy experiences, seeking answers to common problems, identify good practices and coordinate domestic and international policies of its members.

So, PISA – and its rankings – are a method of identifying and sharing good practice combined with the coordination of policies (of which education is one).

That is all fine, you might think, especially if you are of an internationalist market-economy cast of mind.

However, the bases upon which PISA compiles the league tables are far from standardised across the OECD nations.

Countries are ranked separately in reading, maths and science, according to scores based on their students’ achievements in tests.

Those test scores are, however representative only as they are tweaked to fit a common scale, where the OECD average is always 500.

But all students participating in PISA are NOT asked to respond to exactly the same questions. Some students are not asked any questions on reading and, in 2006, science was the ONLY test subject faced by all students.

Professor Svend Kreiner an expert in bio-statistical modelling says PISA is ‘not reliable at all’. And he should know: the statistical system PISA uses to create its controversial tables was created by his own student mentor.

Professor Kreiner says: “I am not actually able to find two items in PISA’s tests that function in exactly the same way in different countries. There is not one single item that is the same across all 56 countries. Therefore, you cannot use this model.”

TES reported in 2014 that if tests were administered slightly differently, Denmark – held out as a beacon of good practice – would fall down the table of 56 countries to number 37 from its perch at number 5.

So, far from being some sort of educational penis-measuring exercise embarked upon every three years, the PISA tests are a statistical tool of dubious value applying non-standard criteria to students and educational systems that vary in terms of their development , maturity, and cultural backgrounds.

In addition, being a tool of an organisation favouring one set of economic solutions to the world’s economic problems, there is the distinct danger that children are being viewed in terms of their future utility to the native economies than valued in and of themselves.

TESTING THE FUTURE

Kevin Courtney, deputy general secretary of the NUT teaching union says: “Teachers see very clearly the effect of stress on students and are reporting exam stress among school children from primary school upwards.

“Many relate it to the joyless examfactory approach this government has towards education, and the high-stakes nature of testing.

“We have the most tested children in Europe and also some of the unhappiest in the world.”

A retiring head teacher, Kit Messenger, wrote in her letter of resignation: “Judgments made of schools are now so restricted to a small set of measures that the pressure to focus only on reading, writing and mathematics has become untenable and I have increasingly felt that we are ‘factory farming’ our children and failing to prepare them adequately for a successful future in this changing world.”

If students are becoming more stressed, and there is every sign that are, there is a distinct danger that they will become disillusioned not only with the education system but the process of learning itself. With a focus on hitting hard targets under examination, students – even the keenest of learners – can develop a skewed and purely utilitarian view of education and what education is for.

There is a lot of grumbling from employers’ organisations about students not being provided to industry able to write, to spell, and to do simple arithmetical problems. Interestingly, there always has been.

Every year for as long as the writer can remember, and certainly stretching back to his own school days, a talking head will appear on the TV news claiming that schools are not equipping school leavers for jobs and ‘the needs of business’.

It’s enough to make the historically minded observer wonder whether there was EVER a period when businesses were content with the product of state education.

Thumbing through news articles and government reports stretching back over sixty years while researching this article, the answer to that question is ‘apparently not’.

But what has changed, in order to try to ‘meet the needs of business’ is an increasing reliance on tests and testing of children en masse, while losing sight of the value of the individual’s journey through the education system.

The stripping away of music, art, history, and a host of other subjects, means that students are losing a sense that learning is rather more than simply testing them in order to allow Education Ministers to smile smugly at PISA tables.

It is at least arguable that testing is not curing the problem of preparing pupils for the needs of business and commerce, but exacerbating and – to an extent – creating a cadre of students who will simply drop out of learning due to stress, pressure and a lack of opportunity to acquire knowledge for its own sake.

After all, with the pleasure stripped out of learning, what motivation is there for a child of eleven to acquire skills that will help a stranger aged eighteen get a job?

Such outcomes would not be teachers’ faults; that would be the fault of the system.

Community

Pleas to save fire-ravaged Manorbier school site heard

Published

24 hours ago

December 17, 2025

Bruce Sinclair - Local Democracy Reporter

A PLEA for councillors to not act as “judge, jury and executioner” when the potential closure of fire-ravaged Manorbier is decided upon next year was heard at full council.

At the December meeting of Pembrokeshire County Council, members received a petition opposing the potential closure of Manorbier School.

Manorbier Church in Wales VC School and its adjoining schoolhouse was severely damaged by a fire on October 11, 2022, which broke out in the school roof space.

After that, a ‘school from school’ was set up in Jameston Village Hall.

It had been hoped the school would be rebuilt, but earlier this year members of Pembrokeshire County Council backed a report of the School Modernisation Working Group which, amongst other recommendations, included a statutory consultation on proposals to discontinue Manorbier Church in Wales Voluntary Controlled School.

The decision attracted strong local opposition, with more than 1,500 people signing a petition on the council’s own website calling for the school to be rebuilt, meaning it passed the threshold for a formal hearing by members of the council.

The formal consultation for the discontinuation of Manorbier closes in just a few days on December 19.

Manorbier community councillor Richard Hughes

However, many of the council’s figures, especially on the level of surplus places at the school, have been strongly disputed.

Speaking at the December meeting, Richard Hughes, of Manorbier Community Council, said the council consultation was “deeply flawed and unlawful,” the quoted capacity figures after the fire damaged the original building “null and void,” with a true surplus of some 21 per cent.

“The school is clearly thriving under less-than-ideal conditions, your report claims 59 per cent [surplus], it’s misleading and artificial.”

He said the council was acting as “judge, jury and executioner” in its “deeply flawed” consultation.

Cllr Phil Kidney

Local member Cllr Phil Kidney said the staff, parents and pupils had been “living this process for three years,” adding: “At worst light we were misled for three years, living under this shadow, it’s not fair.

“We’ve been promised all along ‘we will rebuild this school; no matter what we do we will have to spend on this school, we have to hand it back in [a useable] condition.

“How members of staff have worked under these conditions for three years is amazing, the service they are providing in that school is fantastic.”

He criticised the consultation wording, feeling it painted Manorbier in an unfair light, saying it was stacked heavily in favour of St Florence school in a submitted question heard later at the meeting.

“We do feel there’s a hidden agenda, nothing more than a boost for St Florence school; we were led to believe was all about the positives and the negatives for the school; we have lost the trust in the director of education, we still feel we’re not been listened to.”

He said it was important councillors, when a final vote on Manorbier’s future, expected in March, keep an open mind “not just going along with the narrative: ‘We can’t afford it, and the figures are going down’.”

He went on to say: “We want to get the right vote, the moral vote, and get the school rebuilt.”

Cllr Guy Woodham

Cabinet member for education Cllr Guy Woodham praised the work at the school following the fire, saying he intended to “set the facts out” when it came to a final decision.

Leader of the independent group Cllr Huw Murphy said: “It just doesn’t sit right with me to close a school that has burned to the ground. Yes, we will respect the decision in March, however we haven’t handled the decision well. We need to do what’s right, and we haven’t done what’s right for Manorbier.”

Members agreed to note receipt of the petition prior to the final report before council in 2026.

Later in the meeting, Cllr Woodham disputed Cllr Kidney’s submitted question claim, Cllr Kidney telling Cllr Woodham: “We’ve put a lot of trust and faith in you on this consultation to make sure it’s fair and transparent. St Florence was referenced more times than our school, for a consultation I think it’s misleading.”

Cllr Woodham responded: “I will do my utmost to give a balanced report when I bring it back to full council.”

Community

Plea to save Tegryn Ysgol Clydau school heard by councillors

Published

2 days ago

December 16, 2025

Bruce Sinclair - Local Democracy Reporter

A PLEA to not “pluck the heart out of a community” by closing a Pembrokeshire village school was heard by councillors just days after a consultation into its future was launched.

At the December meeting of Pembrokeshire County Council, members received a petition opposing the potential closure of Ysgol Clydau, Tegryn, which had generated 648 responses on the council’s own website, meaning it crossed the threshold to be heard at full council.

A council statement accompanying the launch of the consultation said: “At its meeting on May 8, Pembrokeshire County Council considered a report of the School Modernisation Working Group which outlined the findings of a review of education provision in the Preseli area.

“In particular the review considered the extent of surplus school places in the area, set against a significant decline in the pupil population.”

The Ysgol Clydau petition states: “We demand that Pembrokeshire County Council reconsider its decision to close Ysgol Clydau and instead prioritise the needs of our community by keeping the school open. We oppose the closure of Ysgol Clydau and call for full public scrutiny before any decision is made.

“We urge you to engage in a meaningful dialogue with the community, listen to our concerns, and work with us to find alternative solutions that support the needs of our children and families.”

Sarah Farnden

Speaking at the meeting on behalf of the petitioners, Sarah Farnden, in an emotive plea, said the school was “not just a school but a sanctuary, a nurturing environment,” which offered “warmth, belonging and safety”.

“A village without a school becomes a village without families, a village without families becomes a village without a future,” she told members, adding: “Ysgol Clydau is not in debt, it’s not overspent, we’ve done everything asked of us, so why are we being punished?

“There has been a school on this site for 145 years, if you close Ysgol Clydau you are not closing a building you are closing a heritage; we are not here to fight you, we are here to beg you.”

Cllr Iwan Ward

Local member Cllr Iwan Ward said: “The decision of Pembrokeshire County Council to release this consultation on the closure a few days before Christmas is extremely disappointing, a time of year families should be concentrating on being together, not a time to have to face the threat of losing the heart of our community.”

To applause from the gallery, he added: “It’s not a matter of numbers on a paper, it’s a moral matter; the school is much more than four walls, it’s a safe place for children to grow and a cornerstone of community spirit.

“Closing a school like this rips the heart out of rural life, to threaten a school that isn’t failing is an action I cannot, and am not willing to, take quietly.

“I will stand with the staff, the governors, and the children also.”

Members heard the consultation had been expected to launch back in September but had been delayed due to staffing issues; its 42-day period due to now end in late January.

Members agreed to note the petition ahead of the consultation end, recommendations on the school’s future expected to be decided in March.

The final word went to Sarah Farnden, who said: “We’re not asking for special treatment, we’re asking for fairness and compassion; do not pluck the heart out of the community.”

Education

School leaders deliver Christmas cards to Senedd calling for fair funding

Published

2 days ago

December 16, 2025

Tom Sinclair

SCHOOL leaders from across Wales are delivering Christmas cards to the Senedd today in a symbolic call for fair funding for schools.

The cards, one for every Senedd member, are being delivered by school leaders’ union NAHT Cymru, urging politicians to give children in Wales what it describes as the “best Christmas gift” – a fully and fairly funded education.

NAHT Cymru national secretary Laura Doel and president Kerina Hanson are gathering outside the Senedd at 1:00pm today before handing the cards in at the Senedd reception.

The action follows the union’s warning last week that while £339m came to the Welsh Government as a result of increased education spending in England for the 2026/27 draft budget, only £39m has so far been allocated to core school budgets in Wales.

Earlier this week, an additional £112.8m was allocated to local government following a budget agreement between the Welsh Government and Plaid Cymru, with some of that funding expected to reach schools.

However, NAHT Cymru says the additional money will fall well short of what is needed. The Welsh Local Government Association has predicted a £137m shortfall in school budgets in Wales for the next financial year, while local authorities are also facing a £200m deficit in social care funding.

The union has also raised concerns that the First Minister has declined to explain how the £339m of additional education funding has been allocated, prompting calls for urgent and transparent scrutiny of the budget.

Speaking ahead of the card delivery, Laura Doel said: “Christmas is a time of giving, and we’re urging the Welsh Government to give schools in Wales the funding they rightfully deserve.

“The money that comes to Wales for education should be spent on education, yet we know much of it has never reached schools. We urgently need clarity on where this money has gone and to see greater investment going directly to pupils.

“The system is at breaking point, and without action we are facing an incredibly bleak new year for schools across Wales.

“We’re calling on every member of the Senedd to act this Christmas and give children in Wales the best possible gift – a fully and fairly funded education.”

The Welsh Government says education remains a priority, pointing to additional funding agreed with Plaid Cymru for local government, some of which is expected to support schools.