Save the Children welcomes today’s announcement by the Education Minister that next year will be the last for children taking the transfer test at age 11.
Save the Children welcomes today’s announcement by the Education Minister that next year will be the last for children taking the transfer test at age 11.
Our research with children in 2001, ‘Thoughts on the 11plus’, showed very clearly that – whether they agreed with academic selection or not, or whether they themselves ‘passed’ or ‘failed’ – children found the transfer test immensely stressful and felt that it indicated whether they were ‘clever’ or ‘stupid’.
Many primary school teachers have been clear that classroom teaching in the academic year leading to the test is distorted by the intensive preparation for it, and can create a sense of difference within the same classroom between those children who intend to take the test and those who do not.
David Simpson, Save the Children’s Assistant Director said:
"This is an unacceptable burden to place on children at that age. Whatever debate now follows about the new transfer arrangements being proposed, Save the Children hopes that the scrapping of this high stakes examination will be generally welcomed by parents and all shades of political opinion.
In the interests of children due to take the final test next year, and those currently in P5, the widest possible consensus about the way forward needs to be reached as quickly as possible.”"
The purpose of education should be to provide equality of opportunity for all children to reach their full potential. However the current reality is that children from poorer families are far less likely to attend grammar schools and far less likely to achieve well in their examinations.
It is clear that poverty is as significant a factor as academic ability in the decision about which school a child attends. The excellence of many of our schools, whether grammar or secondary, needs to be protected and maintained, but not at the cost of a system of academic selection which too often divides on the basis of parental income rather than educational potential.
David Simpson continued:
"Efforts and financial resources should now be sharply targeted at ensuring we have a fully inclusive system of education that provides equality of opportunity for all children, and avoids the present reality that many of our children leave school with a strong sense of having been failed by education."