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One long Sats test

In this emotional indictment of our education system, the writer and teacher Francis Gilbert explain

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 teachers 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 when 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 had never encountered such resistance to learning before. But then I reflected that he was one of the first pupils who had known nothing but Sats teaching since he was six years old. The effect was shocking: 11-year-old children, who had in previous years been full of eagerness, were now jaded and moaning about the work, fighting and giggling in class, writing only short answers and struggling to read anything that wasn't on a test paper. It was only when I set them a mock test that they shut up and got on with some work: it was the only form of education they understood.

Having been drilled to answer questions on little bites of text, too many children were unable to read longer books independently. Moreover, they seemed utterly disillusioned by the prospect of studying English. Liam sneered at everything put before him until he brought in his own crime novel from home. In desperation, I allowed him to read it even though it wasn’t on the syllabus. Although he was articulate, he was not cut out for taking these exams and achieved a shockingly low level in his KS3 test; in fact, he had regressed academically since primary school. The effect of the tests on him had been hugely damaging, demoralising him to such an extent that he felt there was no point ever trying at school. If they had been better structured, the story would have been very different; he could have written reviews of his beloved crime novels.

I felt I had failed: I had managed to foster a love of reading but this had been at the cost of his failing exams. Ultimately, Liam perceived that his new-found love of reading was disconnected from everything he did in school. Maths teachers report more or less the same problem: overtested and demotivated children are not ready for secondary maths in the way they were before the tests were introduced.

The Key Stage 1 and 2 tests are to be retained. Yet most teachers know that this is where the rot starts: primary schools are obliged to brainwash their charges with test papers in order to keep their school's position high on the league tables.

This is not to say that schoolteachers have an easy life, handing out test papers and asking the pupils to get on with the work in silence. Teaching to the Sats can be extremely difficult. Recently, the tests at all levels have become even more fiddly - and boring.

Overtested and demotivated children are not ready for secondary maths in the way they were before Sats were introduced

The English Key Stage 3 test, for which I have prepared pupils, follows a very set format: a reading paper, a writing paper and a Shakespeare paper. In maths and science, there is a similarly rigid rubric. At a glance, the English Key Stage 3 test looks quite easy to teach. With Shakespeare, for instance, it benefits the teacher not to read the whole play, because only two scenes are tested; it is far more effective to show pupils the film and then drill them into understanding the two scenes set for the exam.

“I’ve spent years copying this off the board and it makes me feel like a robot. Copy this, copy that. Do this, do that”

But the truth is that, while the examined texts are facile and unrewarding, the actual teaching is a complicated affair. This is because guidelines require that teachers teach every lesson to "learning objectives". At the beginning of each lesson the teacher writes at least one learning objective on the board, requiring pupils to copy it down in their books and focus on that particular concept throughout the lesson. The response of one of my recent pupils, Leroy, sums up the attitude of many children. "I've spent years copying this off the board and it makes me feel like a robot," he told me. "Copy this, copy that. Do this, do that. When are we ever going to do something we want to do?"

Leroy was a clever boy, but he messed around a lot during my Year 9 classes. In consequence, he achieved only an average Level 5 Sat, setting him up to achieve similarly undistinguished GCSEs. He should have gone on to do A-levels but didn't because he disliked school so much. The exam system was entirely to blame for his dropping out.

Another pupil, Nicole, who was aged 13, once looked up at me at the end of the lesson and said that her hand was hurting from so much writing. "This is all I do in every lesson, just fill in worksheets, but I never quite know what's important about any of this. Will I need any of this when I go to work?" she asked with sad resignation.

Nicole was a dutiful student and attained top marks in her Sats, but told me that she forgot everything she had learned a few weeks after the tests. It was an exaggeration, but it illustrated another problem with the tests: pupils didn't see that any of the skills they learned could be transferred to any other sphere. The Sats foster the belief among our students that school is abstracted from the world beyond the classroom, existing in its own tortuous bubble.

Why then, if I hate them so much, do I feel apprehensive about the demise of the Key Stage 3 tests? In truth, these tests are all I’ve known since I started teaching in the 1990s; they have provided a structure, a crutch, an easy if very mundane regime to impose on my pupils. Like many teachers, I perceive that we need a way of assessing schools’ performances so that failing institutions are identified. But this should be done separately from assessing pupils’ individual performances.

Needless to say, the scrapping of the Sats for 14-year-olds does not mean the scrapping of league tables or the measures that make teachers accountable for their pupils' results. While much is uncertain, it may be that teachers are scrutinised even more closely. The Department for Children, Schools and Families is piloting "stage not age" tests, which are rather like music exams - tests that are taken when the pupil is ready to take them. It seems certain that these exams will assess pupils' knowledge and understanding of the new National Curriculum, which, worryingly, looks even worse than its predecessor in its use of ambiguous jargon. Will the government never learn? What pupils and teachers need are clear, concise guidelines that give them freedom to teach as well as definite goals to work towards.

The government's refusal to countenance chang ing the format of the remaining Sats suggests that the system will continue to fail our children. All the Sats should be abolished now and replaced with simple, sensible tests. If something isn't done, and soon, we will produce another generation of dispirited and ill-educated children.

Francis Gilbert's "Parent Power: the Complete Guide to Getting the Best Education for Your Child" is published by Piatkus (£9.99)

A short history of British examinations

The Higher School Certificate was introduced in 1918 for school leavers, and was usually taken at the age of 18.

The eleven-plus was created as part of the Butler Education Act 1944; it tests verbal and non-verbal reasoning, mathematics and writing in order to see which 11-year-olds should go to grammar school.

O-levels (Ordinary levels) were introduced in the 1950s as subject-based qualifications under a General Certificate of Education, testing 16-year-olds on academic knowledge. The Certificate of Secondary Education (CSE) was the school-leaving qualification awarded between 1965 and 1987 in England, Wales and Northern Ireland to the majority of pupils who did not take GCE O-levels. O-levels and CSEs were replaced in 1986 by GCSEs (the General Certificate of Secondary Education).

A-levels were introduced in 1951, replacing the Higher School Certificate, testing students in academic subjects at the end of the sixth form. In 2000, A-levels were reformed and AS-levels were created, testing students at the end of their first year in the sixth form. A2-levels tested pupils at the end of the sixth form. All A-levels became "modular": each A-level consisted of six modules, tested either by coursework or by examination, enabling pupils to retake modules if necessary. A-levels were reformed again this year, the number of modules being cut from six to four.

Key Stage tests and school league tables based on their results were introduced in the 1990s. KS1 tests for seven-year-olds are in reading, writing and maths, and also offer teacher assessments in science. KS2 tests (11-year-olds) cover English, maths and science, as did the old tests for 14-year-olds. In October, the government announced the end of testing for 14-year-olds, to be replaced by teacher assessments.

This article first appeared in the 24 November 2008 issue of the New Statesman, How to get us out of this mess

Chris Ball/UNP
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The fish-eaters and the fasters

With a population split between whites and Asian Muslims, in some ways Nelson in Lancashire feels like similar-sized towns in Ulster: two communities separated by a gulf of non-communication.

In the late afternoon of local election day this month, the chairman of Nelson Town Council was working the terraces of old cotton weavers’ houses on his patch. Sajid Ali was wearing a red rosette and a navy blue cardigan over his capacious white shalwar kameez, and what looked like his dancing shoes.

This was not the forlorn ritual of unanswered doors, blank looks and curt responses habitually experienced by Labour canvassers even in more promising political times. Along these streets Sajid is a figure of some consequence: a jolly fellow and, as one opponent put it, an “interesting character”.

Almost everyone was in; Sajid knew almost all of them; and they in turn understood what was required. Sometimes a quick burst of Lancy Punjabi did the job: “Salaam alaykum, yoong maan, how yer doing? What time yer coomin’ to vote?” To older voters his spiel would be entirely in Punjabi and the response would often be a head-wobble, that characteristic south Asian gesture, which, when given to Westerners, can be baffling, but in these cases clearly signified solid intention.

The Labour candidate in the Brierfield and Nelson West division of Lancashire County Council, Mohammed Iqbal, held his seat comfortably on the day his party lost control of the county. And he did so on a poll of 58 per cent: a far higher turnout than in any of the other, whiter areas of Pendle; the highest in Lancashire; and higher than wards with these demographics would usually expect even at a general election. The average across Lancashire on 4 May was 37 per cent. It seems reasonable to conclude that the votes from those of ­Pakistani heritage, marshalled by Sajid, were wholly responsible.

Nelson is a strange, sad, divided, forgotten old cotton town, not without beauty. The weavers’ houses are stone not brick, which, elsewhere, might make them rather chic. A few minutes from town is wonderful Pennine countryside, and to the north the view is dominated by Pendle Hill itself, brooding like some sleeping sea monster.

Pendle is both the borough council and the constituency, where the mix of urban and rural has delivered it to the winning side in seven of the eight general elections since its creation 34 years ago. (Labour took it, five years prematurely, in 1992.) No one seriously believes the 5,400 Tory majority is in play. Nonetheless, Nelson can explain a lot about British politics in 2017.

“This was a cracking town,” said John Bramwell (“John the Fish”), who has been purveying cod, haddock and non-stop banter to Nelson for 41 years, first on the market, now from one of the last white-run, independent shops in the town centre. Nelson had a football team that played fleetingly (1923-24) in the old Second Division, what is now called the Championship. And in 1929 the Lancashire League cricket team, flashing cash in a manner that baffled the national press, signed Learie Constantine, the most gifted and thrilling West Indian all-rounder of his generation.

“When he arrived, no one in Nelson had ever seen a black man close-to,” said Derek Metcalfe, the club’s historian. “People would cross the road when he passed by. But he grew into their affections. He was a highly intelligent man as well as a great player.” Constantine, after a post-cricket career in the law, Trinidadian politics and diplomacy, finished life in the House of Lords as Baron Constantine of Maraval and Nelson, Britain’s first black peer. In July 1943 the Imperial Hotel in Bloomsbury accepted his booking but not his presence, and he promptly sued. His victory at the high court the following year was an early landmark in the fight against racial discrimination.

It was the 1950s before Nelson would get used to seeing non-white faces again, when the mill owners, battling labour shortages and overseas competition, turned to Pakistan to find biddable and affordable workers. They found them in Gujrat District, which is not one of the more worldly places, even in the rural Punjab.

“The first group were young men who in many ways integrated better than they do now. There were no mosques. They went to the pubs with their workmates and knocked around with local women. Then they had to go to the airport to collect the intended wives they hadn’t met yet,” recalled Tony Greaves, the Liberal Democrat peer who is deputy leader of Pendle Borough Council.

The mills disappeared, gradually but inexorably, but the Pakistani community kept growing and has now reached its fourth generation. The young men do not normally spend time in pubs; indeed, in a town of 30,000 people, there are only two left, plus a couple on the outskirts. It is hard to imagine anywhere that size in Britain with fewer. There are, however, at least a dozen mosques. The 2011 census recorded 40 per cent of the population as Asian, but on market day in the town centre the proportion seems much higher. The most prominent retail outlets are two bazaars: the Nelson (the
old Poundstretcher) and the Suraj opposite (the old Woolworths). Few white faces are seen in either: the saris and hijabs are beautiful but of little interest. They are all imported to this textile town from south Asia.

The white people have retreated, either out of the town altogether or to the semis of Marsden, on the hill. In the visible life of Nelson, they are clearly a minority. Population change on this scale can be accommodated, if not always easily, in large cities. It is a different proposition in a small town that was once tight-knit and, despite its closeness to larger places such as Blackburn, Accrington and Burnley, largely self-contained.

Even after 60 years, hardly anything has melted in the pot. The early migrants were villagers who placed little value on education. Recent history has led Muslims all over the world to turn inwards, to their own religion and culture. This is being exacerbated by white flight and by the advent of religious free schools, a disaster for anywhere in search of cohesion. The old Nelsonians have turned away. “Nelson is not multiracial or multicultural. It is biracial and bicultural,” says Greaves. “I would love to tell you that I go round to Abbas’s house to have chicken jalfrezi and he comes to mine for steak pudding and chips,” says John the Fish. “It’s just not like that.”

Unemployment is high at 18 per cent; there is no shortage of taxis. Educational attainment is patchy. Teachers at the two high schools fear their best pupils will be creamed off further by the promised grammar-school boom.

The vicar of Nelson, Guy Jamieson, and at least some of the local imams do their utmost to make connections between the communities. In certain respects Nelson feels like similar-sized towns in Ulster: two communities separated by a gulf of non-communication. In other ways, this description is unfair. When Burnley, just four miles away, suffered riots in 2001, Nelson stayed quiet. I could sense no threat, no active tension, merely resigned indifference on both sides. “There’s a poverty of confidence,” Jamieson said. “They don’t know how to sit down and engage.”

***

A modern English town council, subordinate to Brussels, Westminster, county and district, is an improbable power base, but Sajid Ali seems to be making Nelson’s work. Its precept is only £330,000 a year but this is not capped, so it suits both district and town if Pendle offloads smaller assets: parks, play areas, community centres. It is a minimalist form of devolution, but harks back to the days when Nelson was a borough in its own right, and looks forward to an improbable future when our towns might again be allowed to take their own decisions as they do in more grown-up countries.

But the council votes on party lines, Labour’s 16 councillors trumping the Tories’ eight. “They won’t work with us,” Sajid says flatly. “They don’t run it fairly for the town itself,” says the Conservative Neil McGowan. “If we put something forward for Marsden, we are always outvoted. One council official told me they’d never come across a town like it.” In Tony Greaves’s words, “The
politics in Nelson were always sour.” In the 1930s it was known as Little Moscow.

When I first met Sajid, however, he was outside a polling station doing a stint as a teller and laughing merrily along with his blue-rosetted counterpart, Arshad Mahmood. Yet things were not quite as they seemed. Mahmood was part of a mass defection of Pakistani Lib Dems to the Conservatives which appears to have nothing to do with Brexit, extra taxes for the NHS or Maymania. What it does have to do with remains elusive even to local politicians: “clan politics” and “personal ambition” were mentioned. It may be even more complicated than that. “So you’ll be voting for Theresa May next month?” I asked Mahmood. “Oh, no, I like Jeremy Corbyn. Very good policies.”

Perhaps this helped Sajid maintain some enthusiasm for the bigger campaign ahead, though he was daunted by one fact: the general election coincides with Ramadan, and dawn-to-dusk fasting comes hard in these latitudes when it falls in summertime. Still, he was impressed by all the new members Corbyn had brought to Labour: “The way I see it is that each new member has five, ten, 15, 20 people they can sell the message to.”

This seemed a bit strange: it implied he thought politics in the rest of Britain worked as it did in these streets. He had boasted earlier that he knew everyone. “All over Nelson?” “Oh, no,” he had backtracked. “In the English community nobody knows their next-door neighbour.” Which was an exaggeration, but perhaps not much of one.

There were no posters along Sajid Ali’s streets – not one. The information about which house to choose was on the canvass return and, more significantly, in his head. Just once he got it wrong. A little white girl opened the door and then a tattooed, muscular figure in a singlet barrelled towards the door. He wasn’t aggressive, just brisk. “Naaw. I doan’t vote.” End of. It was a sudden reminder of the norms of modern British politics.

***

Another norm is that, at any local count, no one ever thinks much of the big picture. The rise and fall of prime ministers, earthquakes and landslides are no more than distant rumours, of surprisingly little interest to the principals; what matters is the here and now. Where did that ballot box come from? How big is the postal vote? Any chance of a recount? When the five seats for Pendle were counted the next day at the leisure centre in Colne, one stop further up the clanking branch line from Nelson, no one was talking about the Tory takeover at County Hall.

Here there was something for everyone: Mohammed Iqbal won, just as Sajid predicted. Azhar Ali took the other Nelson seat even more easily for Labour. Both results were greeted with more effusive male hugs than would be considered seemly in Berkshire. In Pendle Central the Tories knocked out the sitting Lib Dem, but – heroically, in their eyes – one of the Lib Dem candidates grabbed a seat in the rural division.

But the most interesting result came in the most trifling contest: a twinned by-election for two vacancies in Nelson Town Council’s lily-white ward of Marsden, so electors had two votes each. The seats were won by a Conservative married couple, the Pearson-Ashers, who got 426 and 401; the single BNP candidate had 359 votes, with one Labour candidate on 333 and the other on 190. The first of these was called Laura Blackburn; the second Ghulam Ullah. This suggests a good deal of vote-splitting that Labour might find rather unpalatable.

In fact, Marsden already has one far-right relic: Brian Parker, who sits on Pendle Borough Council, is the last survivor in the top two tiers of local government of the BNP mini-surge that took them to 55 council seats across the country by 2009. Of Parker, two opposing councillors told me: “He’s actually a very good ward councillor.”

Curiously, Ukip has made little impact in Nelson or in Pendle as a whole. So there is not much scope for the party to fulfil what appears to be its immediate destiny: as a way station for Labour’s historic core voters to catch their breath on the arduous journey into Theresa May’s arms. According to John the Fish, whose shop functions as a kind of confessional for white opinion, they may no longer need a stopover: “I’m getting plenty of people, staunch Labourites, telling me they can’t stand Corbyn.”

I asked him how many Pakistani regulars he had. He broke off from chopping hake and held up five fingers. On 8 June the fish-eaters of Marsden can be expected to rouse themselves more energetically than the Ramadan fasters across town.

***

Seedhill, the cricket ground graced by Constantine, is pretty Nelson rather than gritty Nelson, even though a chunk of it, including the old pavilion, was lopped off years ago to form an embankment carrying the M65. Upstairs in the pavilion is a wonderful picture of the great man, eyes ablaze, down on one knee for a full-blooded cover-drive. It would have made a better monument in the town centre than the 40-foot weaving shuttle that has dominated Market Street since 2011. I thought it was a torpedo; children think it’s a giant pencil.

The packed houses that watched Constantine lead Nelson to seven league titles in nine years have dwindled now: there were only a couple of dozen to watch his successors play Accrington recently. But it was a drab day with a chilly breeze and Burnley were at home to West Brom in the winter game down the road.

And generally the club thrives better than the town. Given the lack of hotels and pubs, the pavilion is much in demand for functions, and the team remains competitive. Nelson fielded four local Asians for the Accrington match, which suggests that, in one activity at least, integration is just about where it should be.

It seems unlikely that a similar situation would apply at the crown green bowls or the brass band, or any other of the long-standing recreations in Nelson (though small but growing numbers of Pakistanis are now taking allotments). The knee-jerk liberal reaction might be that this is somehow the fault of the white Nelsonians. I think this attitude is a grave oversimplification that has done much damage.

In one respect the incomers have re-created the old life of Nelson. In the hugger-mugger stone-built terraces, the neighbourliness, the power of extended families, the external patriarchy and the internal matriarchy, the vibrancy, the sense of communal struggle . . . that is exactly what this cotton town must have been like a century ago. 

This article first appeared in the 18 May 2017 issue of the New Statesman, Age of Lies

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