State of Education Report 2017 state-of-education-booklet-Final-WEB | Page 30

Providing the best outcomes for pupils What’s happening in primary schools?
Current national curriculum requirements are not providing the best When we look more closely at the impact of curriculum changes and
outcomes for all pupils in mainstream education, according to eight the focus on value-added performance measures at primary level, it is
in 10 (79%) school leaders. School leaders’ views on the questions clear that some pupils are losing out. Almost six in 10 (58%) primary
we asked around pupil learning convey a sense that the current leaders believe that the progress of children with special educational
curriculum and accountability measures do not recognise that needs (SEN) or disabilities has been negatively affected.
achievement looks different for different children.
“ What accountability has done has said you have to be here at
Do you think the current curriculum requirements
deliver the best outcomes for all pupils in
mainstream education?
this point. If there’s no movement you are a failure and children
don’t learn like that. One of my past pupils with SEN is now an
airline pilot. In those days he was given the space to consolidate
and build when he was ready. ”
School leader
79%
No
School leaders suggest there has been a narrowing of the curriculum
offer as a result of these changes, with six in 10 (60%) primary
leaders saying that provision in arts and creative subjects in their
school has suffered. Pupils’ readiness for secondary school has also
been negatively affected, according to more than a quarter (28%) of
primary school leaders.
Primary leaders are passionately concerned about what many perceive
to be a squeezing of the curriculum in favour of more academic,
12%
Yes
and attainment-focused, learning. For one school leader, the current
Don’t know – 8%
N/A – 1%
STATE OF EDUCATION 2017 | WWW.STATEOFED.THEKEYSUPPORT.COM
primary curriculum is too narrow, “with too much emphasis on
attainment and not enough on personal progress and development”.
PAGE 30