In a recent survey conducted by Teacher Tapp for More Than a Score, a campaign group advocating for sensible assessment practices, startling revelations about the Reception Baseline Assessment (RBA) have surfaced. The RBA, now a mandatory assessment for children entering primary school, is intended to gauge their English and maths skills. However, the survey indicates that only a meagre 3% of Reception teachers find the RBA to provide accurate information. More concerning is that a whopping 76% of teachers perceive it as unhelpful during the crucial settling-in period for pupils.
The dissatisfaction is resounding, with just 1% of heads and teachers considering the tests beneficial for children, and fewer than 2% deeming it important for parents and families. Such sentiments raise significant questions about the RBA’s efficacy and relevance in the educational landscape.
Critics have previously pointed out the financial strain the RBA imposes on schools. The requirement for two devices per assessment from 2024 has sparked concerns about budget allocation. Moreover, the survey unveils that a mere 6% of respondents believe the RBA is suitable for children with special educational needs and disabilities, hinting at inclusivity challenges.
Daniel Kebede, the general secretary of the NEU teaching union, strongly criticises the RBA, describing it as an “inexcusable” use of children’s and teachers’ time. The sentiment echoes concerns that formal testing during the crucial settling-in period disrupts the establishment of a positive learning environment.
While opposition to the RBA is loud, Julie McCulloch, director of policy at the Association of School and College Leaders, suggests a more nuanced perspective. Recognising both “pros” and “cons,” McCulloch sees the RBA as a tool to measure the progress primary schools enable children to make. However, she emphasises the need for proportionate and appropriate assessments, ensuring teachers and parents see their value.
As the debate surrounding the RBA intensifies, with teacher frustration at its zenith, the Department for Education faces mounting questions about the true impact of this assessment on both educators and pupils.
Personally, I don’t find the baseline useless, but I think teachers should get a detailed report for each pupil due to the fact that the test assess the children in depth. However, we only get a pass or not pass mark which I find frustrating after spending a good 2 or 3 weeks assessing a whole cohort.
Mr Sanchez Tutoring 