Ian Hickman and Jon LeFevre, Primary Head Teachers shared their Assessment for Children Charter at the Feb 2019 meeting of the group which was on the topic of the impact of testing on children’s mental health.
The charter outlines a child-centred approach to conducting the National Statutory Assessment Tests (SATs), with an undertaking always to act in the following manner concerning National Statutory Assessments Tests (commonly referred to as SATs):
- always prioritise children’s personal growth, long term development and engagement as learners and their well-being over SATs test scores
- ensure breadth and balance to the curriculum in every year group and not narrow our broad, balanced and creative curriculum offer in Year 6 or 2, and reference the work our pupils produce against suitable other benchmarks (e.g. work from pupils in other schools) to ensure that we are secure in our teacher assessment judgements
- not run any additional SATs booster classes, holiday clubs or other such provision that would indicate that the SATs tests have any broader significance than being simply a tool to aid teacher assessment
- will prepare the children emotionally for SATs with minimal test practice, recognise the way in which SATs test are used as predictor for GCSE results and ensure that the pupils leaving this school leave with results that are a true representation of their skills and knowledge
- ensure that we prepare children as fully as possible for life beyond this school and encourage positive learning attitudes and a growth mindset as essential character skills for the future