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.

Education

New classroom for Pembrokeshire Ysgol Brynconin school backed

Published

23 hours ago

July 14, 2026

Bruce Sinclair - Local Democracy Reporter

A CALL to replace a Pembrokeshire village school classroom that had reached the end of its life with a modern facility has been given the go-ahead by county planners.

In an application to Pembrokeshire County Council, the local authority itself, through agent Williams-Architects Ltd, sought permission for the erection of a new modular classroom building at the site of Llandissilio’s Ysgol Brynconin Welsh Medium 3-11 school, along with the demolition of the existing modular classroom building.

A supporting statement said: “In addition to the main school building, some classroom and library facilities are located in a prefabricated hut within the school grounds constructed under the historical HORSA programme.

“Despite various upgrades over its lifespan including insulation and new windows, the building is no longer fit for purpose, and a replacement is required to ensure the school can continue to provide its pupils with modern, suitably equipped and compliant facilities that enable high quality education.”

HORSA buildings were originally designed as temporary structures, typically constructed using prefabricated concrete, timber, and steel to facilitate rapid assembly.

Although intended for short-term use, many HORSA buildings have remained in operation for decades. Over time, these structures have surpassed their intended lifespan, leading to significant structural issues, such as weakened frames, deteriorating roofs and external facades.

The statement added: “The primary use of the replacement building will remain as currently; it will include a single classroom alongside a multifunctional space which will be used as a library, staff and group room as required. It will also include an additional toilet, new accessible toilet, a cleaners’ store and formal classroom storage.

“The intention of the proposed building is to replace an existing classroom facility which is no longer fit for purpose, and whilst a simple replacement will significantly improve the day-to-day experience of the staff and pupils who currently use this building.”

An officer report recommending approval said that, while the proposed replacement building would not result in any greater impact on the visual amenity in terms of its design, scale and overall appearance, the proposal includes the demolition of an existing building which could have an impact on the local amenity during the demolition process.

It said that, since local concerns were raised, a Demolition and Construction statement has set out the proposed demolition methodology and construction process, including details of the sequence of works, hours, and anticipated timeframe, and it is considered that the proposed demolition and construction “will have no significant detrimental impact upon the locality amenity”.

The application was conditionally approved.

Back in July 2025, members of the council’s Cabinet backed approval for a new modular building at Ysgol Brynconin, members hearing that “the external structure has rapidly declined, with the render board failing and allowing water ingress into the areas of external wall insulation”.

Education

Haverfordwest High closes early after heat raises safety concerns

Published

2 days ago

July 13, 2026

Tom Sinclair

HAVERFORDWEST VC HIGH SCHOOL has closed early today after extreme heat affected wall-mounted soundproofing boards around the building.

The school said several of the boards, including some positioned at height, could become unsafe and fall from the walls.

Pupils were initially moved to safe areas and placed under supervision while the situation was assessed by the school’s site management team and Pembrokeshire County Council maintenance officers.

Following discussions, a decision was made to close the school early so the boards could be removed safely.

School buses were due to arrive at 1.15pm to transport pupils who normally travel home by bus. Children attending a trip at Scolton Manor were expected to return to the school by 1pm.

Parents and carers who usually collect their children were asked to do so from 1.30pm.

Pupils who normally walk home were only permitted to leave after receiving parental permission. Parents could provide permission by sending their child a text message to show their form tutor or by contacting the school reception.

The school said it expected the affected boards to be removed today, allowing the school to reopen as normal tomorrow, Tuesday, July 14.

Parents will be updated through ParentMail if the work cannot be completed as planned.

Education

School leaders in Wales warn of action after recommended pay rise rejected

Published

2 days ago

July 13, 2026

Tom Sinclair

SCHOOL leaders in Wales could consider industrial action after the Welsh Government rejected an independent recommendation for teachers and headteachers to receive a 4.25% pay rise.

NAHT Cymru condemned the decision as “fundamentally wrong-headed” after Education Minister Anna Brychan announced that ministers would instead consult on a 3.5% increase from September 2026.

The union said it would now consult its members over its next steps and would take “whatever action is appropriate” to defend school leaders, teachers and pupils.

Unqualified teachers would receive a larger 5% increase under the Welsh Government’s proposals.

Additional funding has been promised to councils and schools to support the award, although the government has not yet published details of how much money will be provided or whether it will cover the full cost.

The Independent Welsh Pay Review Body had recommended that all teachers’ salaries and allowances rise by 4.25%.

However, Ms Brychan said the recommendation was not affordable within existing budgets and that the government had been forced to balance financial constraints against the need to recognise and reward the education workforce.

NAHT Cymru said the rejection raised fundamental questions about the purpose and credibility of the independent review process.

Rob Kelsall, the union’s assistant general secretary, said: “The Welsh Government’s decision to depart from the recommendation of the Independent Welsh Pay Review Body is deeply disappointing and fundamentally wrong-headed.

“The review body was established to provide independent, expert advice based on the evidence presented to it about recruitment, retention, workload and the wider challenges facing the education workforce.

“If ministers are prepared to disregard that advice when it becomes inconvenient, then it is entirely reasonable to ask what the purpose of the process is.”

Mr Kelsall said ministers could not claim to value independent scrutiny while ignoring the conclusions of the body established to advise them.

He added: “Doing so undermines confidence in the integrity of the system and risks reducing the entire process to little more than a political exercise.”

The union said teachers and school leaders had submitted evidence to the review body in the expectation that its conclusions would carry genuine weight.

It argued that the Welsh Government should provide a detailed explanation if it believed the independent recommendation was incorrect.

Mr Kelsall said: “Simply setting aside its recommendation damages trust and raises serious questions about the credibility of future pay reviews.

“At a time when schools are facing significant recruitment and retention difficulties, this is precisely the wrong signal to send to the profession.”

‘Perfect storm’ facing Welsh schools

NAHT Cymru also warned that the pay dispute came as schools faced growing pressure from staff shortages, rising workloads and what it described as a crisis in additional learning needs provision.

The union said demand for ALN support was increasing, while the needs of children entering the system were becoming more complex.

It claimed years of underfunding had left schools struggling to provide adequate support for some of Wales’s most vulnerable pupils.

Mr Kelsall said: “The reality facing schools is that we are experiencing a perfect storm.

“Demand for ALN support continues to grow, the complexity of need is increasing, schools are facing workforce pressures, and years of chronic underfunding have left provision stretched to breaking point.”

He said teachers and school leaders remained committed to supporting every child, but warned that goodwill could not compensate for insufficient funding.

NAHT Cymru has called for at least £100m in additional investment to begin addressing pressures within the ALN system.

It also expressed concern about proposals to divide additional funding equally between councils and schools, arguing that money intended for frontline provision did not always reach the pupils it was meant to support.

Mr Kelsall said any additional investment should be transparent, accountable and directed towards the areas of greatest need.

He said: “Schools are best placed to identify need and provide support quickly and effectively.”

Union to consult members

Paul Whiteman, NAHT’s general secretary, accused the Welsh Government of treating education as a peripheral concern.

He said: “Consistently diverting funds earmarked for education away from schools and now deliberately underpaying the very professionals that equip and inspire the next generation for the challenges of the future is a reckless recipe for disaster.

“We will now consult members on next actions and the NAHT will do whatever is appropriate to defend the education of young people and the rights of those that deliver it.”

The union has not yet said what form any action could take.

The Welsh Government’s proposal remains subject to consultation, which is expected to begin when schools return in September.

Ministers have also announced plans to consult on a single pay scale for classroom teachers, which would allow annual progression, and changes intended to protect the weekends and holiday periods of school leaders.

Funding will also be offered to support a doubling of the period during which teachers receive full maternity pay, provided councils and unions agree to amend employment contracts.

Ms Brychan said: “I am mindful of the difficult financial circumstances affecting schools and colleges and the implications that unfunded pay awards would have on budgets and staff numbers.

“In coming to my decision, I have had to balance the available budget with the need to recognise and reward our workforce.”