In this powerful reflection, James Searjeant, Headteacher at Wyborne Primary and member of the FED National Education Leaders Council, calls for urgent reform of the current SATs and accountability structures, arguing they place undue pressure on children, staff, and families while failing to capture the full breadth of a child’s development. He advocates for a more balanced, empathetic, and inclusive system – one that values teacher judgment, broader measures of progress, and the well-being of all pupils, especially those with SEND – over narrow, high-stakes testing that defines success by a single week in May.
In the week after KS2 SATs 2025, the emotional aftershocks continue to ripple across our schools. For children, staff and families alike, the pressure is not just about the tests themselves, it is about what they represent. And increasingly, it is clear: we need change.
One aspect often overlooked is the role SATs scores play beyond Year 6. In many areas, these scores are used to group children into sets at the start of secondary school. The implication is subtle but powerful: do well in SATs, or risk being placed in a group where expectations are lower, progress slower, and confidence harder to build. This trickles down to families and Year 6 pupils, creating a level of anxiety that is quietly corrosive.
As a headteacher, I have seen children demonstrate remarkable courage and effort through the week of SATs. Staff work tirelessly to manage emotions and routines, all while knowing that the outcomes of a single test week will contribute to how our school is judged. These tests dominate our spring and summer terms, displacing broader learning and pushing us to prepare children not for life, but for a narrow definition of success.
That narrowness is what must change. I believe in standards, but I also believe in meaning. I want a system that reflects a child’s full story, not just a snapshot from a week in May.
What needs to change?
First, we must move away from high stakes, one shot assessments at the end of primary school. SATs, as they are currently designed, do not allow for retakes, do not accommodate context, and cannot measure the breadth of what a child knows and can do. They miss social development, creativity, emotional intelligence, and resilience.
Instead, we should consider a more balanced model that includes:
Moderated teacher assessment alongside light touch national checks to ensure consistency without undermining trust in the profession
Broader curriculum sampling, where not every child is tested every year, but schools still demonstrate accountability over time
Removal of the combined Reading, Writing and Maths score, which reduces children’s and schools’ stories to a single percentage. Each domain should stand on its own, allowing for more nuanced understanding of progress
Second, we must reconsider how schools are held to account. It is not enough to point to the curriculum and assessment review and wait. We need to broaden the accountability conversation now. A better model would include:
Qualitative evidence of school culture and inclusion, including how well schools support pupils with SEND, foster wellbeing, and develop wider skills
Greater emphasis on longitudinal pupil progress, especially for schools in challenging contexts, rather than isolated outcomes
This is not about lowering standards. It is about raising the right ones. And it is about fairness. A child who is unwell, dysregulated, or struggling on SATs day gets no second chance. That is not good assessment practice, it is a gamble.
Reclaiming the Purpose of Education
Our education system must be built on empathy, not just efficiency. On trust, not just tests. The pressure placed on leaders is real. I have felt it personally, and it culminated in a horrific panic attack midweek. I say this not for sympathy, but because I know I am not alone. We carry this weight quietly and often invisibly.
The curriculum and assessment review led by Becky Francis is a key opportunity, but it must be bold. Scrap the combined score. Scrap high stakes, one off tests. Build in teacher trust, inclusion, and a curriculum that allows all children to shine.
Because the future is not in a test result. It is in the quiet courage of a child doing their best, the dedication of staff, and the values we choose to centre in our system.
Let those values be fairness, kindness, and courage. Let us lead from there.
The supporting illustration is an original by Eliza Fricker who has donated the illustration for free to help raise awareness.
Eliza Fricker is a bestselling author and illustrator known for her powerful and empathetic work exploring neurodiversity, education, and family life. Through her acclaimed books and distinctive visual storytelling, she brings visibility to the everyday experiences of children with additional needs and their families. A passionate advocate for SEND inclusion, Eliza’s work resonates deeply with educators, parents, and professionals alike, offering both insight and solidarity.
