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

Parents urged to rally as final decision looms over Ysgol Clydau

Published

4 days ago

May 26, 2026

Tom Sinclair

Campaigners call for supporters to attend ‘crucial’ County Hall meeting in bid to save village school

SUPPORTERS fighting to save Ysgol Clydau are urging parents, children and members of the community to gather at County Hall in Haverfordwest next month as councillors prepare to make a final decision on the school’s future.

The grassroots campaign group Save Ysgol Clydau – Cadw Clydau yn Gadarn has called on as many people as possible to attend an extraordinary meeting on Monday, June 15, describing it as a “crucial” moment in the battle to keep the school open.

Campaigners are asking supporters to gather outside County Hall from 9:00am ahead of the meeting, which is due to begin at 10:00am.

In a public appeal shared online, organisers said the day would likely be emotional regardless of the outcome, but stressed the importance of showing a united front.

A spokesperson for the campaign said: “We need as many parents, children, and supporters as possible at County Hall, Haverfordwest to help save our school.

“A final decision will be made. Please do your very best to attend and stand with our community.

“It will be an emotional day, whatever the outcome — but together we can show the county and the country that we are here, united, and determined to be heard.”

The campaign has become a rallying point for local families concerned about the future of education in rural communities, with supporters arguing that closing the school would have a lasting impact on village life and young children.

Promotional material shared by the group encourages families to bring children and “their voices” to the demonstration, with campaigners insisting: “Together we are stronger.”

The Herald understands the meeting is expected to draw strong local interest, with campaigners hoping a large turnout could influence councillors ahead of what may be a decisive vote.

Ysgol Clydau has been at the centre of an ongoing debate about the future of smaller rural schools in Pembrokeshire, with supporters arguing the school plays a vital role at the heart of the community.

The meeting takes place at County Hall, Haverfordwest, on Monday, June 15, with supporters gathering from 9:00am.

Education

UWTSD Summer Degree Shows celebrate emerging creative talent

Published

4 days ago

May 26, 2026

Tom Sinclair

Students recognised as exhibitions and performances continue across Wales and beyond

THE UNIVERSITY OF WALES Trinity Saint David has celebrated the work of emerging artists, designers and performers through its annual Summer Degree Shows.

The exhibitions and performances, held during May and continuing into the summer, showcase final-year projects from students across a wide range of creative disciplines, including Fine Art, Graphic Design, Surface Pattern and Textiles, Photography, Illustration, Automotive and Transport Design, Acting and Adventure Filmmaking.

Events have taken place across Swansea, Carmarthen, Cardiff and London, with major showcases held at Swansea College of Art’s Dynevor and Alex buildings. Performances have also been staged at Yr Egin in Carmarthen, with further exhibitions planned at national venues.

A key part of the celebrations was the annual prize-giving ceremony at Dynevor in Swansea, where students were recognised for outstanding achievement.

Aimiee Brown and Branwen Jones received the Elysium Sculpture Award, with two £500 prizes presented for excellence in sculptural practice.

The Hayden John James Prize awarded £1,000 prizes to undergraduate student Tilly Lewis and postgraduate student Andrew T Gardiner.

Surface Pattern student Samantha McGrath received the Elizabeth Jeffries Prize, while Cel Hopkins was awarded the Josef Herman Carolyn Davies Prize, presented by the Josef Herman Foundation.

Illustration student Morgan Stevens received the Rhys Bevan Jones Illustration Prize, while Seren Trodden was recognised twice, receiving both an Old Dyvorians Association President Prize and the Mission Gallery Makers Award in collaboration with the Jane Phillips Award.

Other Old Dyvorians Association President Prizes went to Bella Watkins, Rhiannon Hughes, Adam Mayhew, Emi Joy and Becca May.

Jewellery student Jessica Theobald received the ACJ College Jewellery Prize, which includes membership of the Association for Contemporary Jewellery, while Photography student Carys Bristowe-Davies received the Sarah Tierney Award, offering mentoring and access to workshops at Swansea College of Art.

Dr Mark Cocks, Dean of UWTSD’s Wales Institute for Science and Art, said: “The Summer Degree exhibitions celebrate the inspirational creative talents of our students.

“The innovation and diversity of the student work is testament to their dedication and creative application of their personal practice. These shows are the culmination of academic study, but also the beginning of professional creative journeys.”

Caroline Thraves, Academic Director for Art and Media at UWTSD’s Swansea College of Art, said the shows provided students with an important professional platform.

She added: “Hosting the Summer Shows is a vital part of our mission at UWTSD. It gives our students a professional platform to share their creativity with the world, celebrates their hard work, and connects them with the industries they are about to enter.”

Lynne Seymour, Academic Director for Design and Performing Industries, said this year’s programme was particularly significant as the university marks 25 years since the first graduates from its Set Design and Production course.

She said: “These exhibitions and performances represent not only the culmination of years of hard work, collaboration and artistic exploration, but also the beginning of many professional creative journeys.”

The Summer Shows continue throughout the season, including Architecture, Engineering and Computing exhibitions at UWTSD’s Swansea Waterfront campus, performances from WAVDA students at Yr Egin and in Cardiff, exhibitions at New Designers and Copeland Gallery in London, and Automotive and Transport Design showcases at the Goodwood Festival of Speed in July.

Community

Pembrokeshire adventurer Tori James named National Learn Welsh Ambassador

Published

1 week ago

May 23, 2026

Richard Lewis

AS THE NATIONAL Centre for Learning Welsh celebrates its highest ever number of learners – over 20,000 in 2024–2025 – it has announced a new ambassadors scheme with the aim of inspiring even more people to learn, use and enjoy the Welsh language.

The Learn Welsh Ambassadors Scheme will be launched today (May 23) at the Urdd Eisteddfod on Anglesey, as part of the Eisteddfod’s ‘Learners’ Day’ celebrations.

Four high-profile ambassadors have been appointed to the new scheme:

Aleighcia Scott – singer and DJ, and one of the mentors on S4C’s talent show Y Llais, who will also be honoured with the Green robe at Eisteddfod Genedlaethol y Garreg Las in August.
Tori James – adventurer and the first Welsh woman to climb Mount Everest.
Katie Owen – DJ and social media influencer.
Ian Gwyn Hughes – Head of Public Relations at the Football Association of Wales.

The four ambassadors will represent the Centre, sharing their personal experiences of the Welsh language, and promoting the work of the Learn Welsh sector. They will also support recruitment campaigns, encouraging people from all backgrounds to begin learning Welsh, or to continue their language journey.

The scheme reflects the Centre’s vision to attract and support a wide range of audiences to learn and use Welsh, including workforces, communities, key sectors such as Health and Social Care, the Education Workforce and Sport, young people and families.

The Centre is launching the scheme at the Urdd Eisteddfod. It works in partnership with the Urdd to provide a range of opportunities for the organisation’s staff, and the young people using its services, to strengthen their Welsh language skills or to begin learning the language.

The Centre is also pleased to support the Urdd’s medals for young Welsh learners, the Bobi Jones Medal for learners aged 19 years’ old and above, and the Learners’ Medal for learners aged under 19 years.

Dona Lewis, Chief Executive of the National Centre for Learning Welsh, said: “Creating new Welsh speakers is the Centre’s main aim, supporting them to use and enjoy the language with confidence in their everyday lives.

“I’m pleased to say the Learn Welsh sector is going from strength to strength, with more people than ever completing our courses.

“We’re delighted to welcome a group of passionate ambassadors who will share their experiences of the Welsh language and help promote and celebrate our work. We’re proud to launch this new scheme at the Urdd Eisteddfod, one of our partners.

“The Centre works creatively and in partnership across different sectors, providing one, single learning pathway to becoming a Welsh speaker. We are all here to welcome and support our learners and new speakers at every stage of their language journey.”

Aleighcia Scott said: “I’m delighted to take part in this scheme. Learning Welsh has been an important personal journey for me, and it has opened new doors – both creatively and socially.”

Tori James said: “Learning a new skill can be a bit like climbing a mountain – it can be a challenge, but every small step is a success!

“I’m very pleased to have the opportunity to support people to take their first step into learning Welsh, and to keep going – it’s a journey well worth taking.”

Katie Owen said: “I’d always wanted to learn Welsh, and it has been the best thing I’ve done. The Welsh-speaking community is so welcoming, and the National Centre for Learning Welsh offers so many opportunities to learn and use the language.”

Ian Gwyn Hughes said: “Welsh belongs to all of us, and it has been fantastic to see the positive response to our use of the language at the Football Association of Wales. I look forward to supporting the Centre’s work to extend the use of Welsh in all kinds of contexts.”