AN ALTERNATIVE TO THE CURRENT TESTING REGIME

POSITION STATEMENT MARCH 2009


Why?

The EYFS curriculum is designed to support the development of young children and is based upon learning through play.
This presents difficulties for Year One who are advised to ‘Continue the Learning Journey’ from EYFS, but are simultaneously under pressure to prepare these very young pupils to perform well at KS1 SATS. If they do not do this, the pressure on Year 2 becomes extreme, in that year on year there is an increasing expectation that there will be more pupils achieving Level 2A or Level 3 at KS1.
The target setting process established by the local authority and SIPS increasingly demands that targets in Language and Mathematics are set for Foundation Stage pupils in order to ‘enhance’ performance at KS1.

Ofsted demands that academic performance is raised year on year for KS1 pupils, and puts unacceptable pressure on teaching staff, pupils and schools to achieve this. Schools that fail to meet this demand are deemed to be underperforming. This approach is unnecessary providing that pupils make the expected 4 levels progress between Reception and Year Six. If primary pupils are allowed to develop at a suitable pace and in an appropriate way according to their needs and maturity, they make the correct level of progress.
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NPhA Response to Rose Review

NPH warmly welcomes the review of the primary school curriculum carried out by Sir Jim Rose. We look forward to reading the detail that will be in the consultation document due out later this year.

In response to the interim report NPH has the following comments:

• We support the statement “A National Curriculum should be retained as an entitlement for all children.”
• We welcome the attempt to reduce the amount of prescription within the primary school curriculum so enabling teachers to use their professional judgement to bring about more creativity into the learning environment.
• We broadly support the idea of defining the curriculum into six areas of learning but at the same time recognise that there will be times when subject specific teaching will be necessary. This should be within the remit and responsibility of teachers to decide.
• We support the introduction of a modern foreign language and would encourage all primary schools to liaise with their secondary colleagues to ensure continuity and progression.
• We support the importance placed upon ICT and recognise that the future into which today’s primary school children will grow will be different from that of today, demanding many IT skills.
• Any future review of the curriculum should be done alongside the Early Years Foundation Stage (EYFS) and the secondary curriculum to aid continuity and progression.
• We welcome the importance given to the transition periods between EYFS and Year 1 as well as between Year 6 and Year 7.

Areas of concern
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Primary Schools Conference 12th March London

This is a personal invitation to join us at this inaugural Primary Schools Conference where the keynote speakers will include:


Gareth Mills, QCA, Leader of The Futures Programme
‘The Successful Way Ahead for Planning the Curriculum’

Gervase Phinn, nationally renowned Literacy Expert
‘Poetry in the Primary School’


The focus of the day will be on the Primary Curriculum in light of The Rose Interim Review. The target audience is Headteachers, Curriculum Governors, Senior Managers and Curriculum Leaders.

Places are limited and applications will be dealt with on a first come, first served basis, receipt of payment secures place. The cost per delegate is £95.00 which includes buffet lunch. To book your place please contact NPH Conference at the details below.

Cheques payable to National Primary Heads, booking conditions apply.

Please return via fax 020 88645540, via email fallons@stgeorges.harrow.sch.uk or post to NPH Conference, St Georges Catholic Primary School, Sudbury Hill, Harrow HA1 3SB ph 02084221272