As we come to the end of the week where thousands of 10 and 11-year-olds across England sit down to complete their Year 6 SATs it is time to think carefully about why this milestone in learning happens and whether it is still relevant. These national assessments in reading, grammar, punctuation, spelling, and maths aim to measure children’s attainment at the end of Key Stage 2. But nearly 25 years after their introduction, many ask: what is the real point of the SATs now—and do they still serve a meaningful purpose in education today?
When SATs were introduced, their purpose was threefold: – To inform secondary schools about incoming pupils’abilities. – To assess individual pupils’ attainment at the end of primary school. – To provide accountability for schools.
SATs results have long been used in school league tables, driving national performance comparisons and local authority assessments. But critics argue that what began as a useful bench-marking tool has become a high-stakes, stress-inducing event with consequences beyond its original scope.
The Benefits of Year 6 SATs
- Accountability and Standardisation – SATs offer a nationwide standardised measure of pupil performance. This allows the government, Ofsted, and local authorities to assess how schools are performing and identify underachievement or inequality across regions.
- Preparation for Secondary School – For pupils, SATs may serve as a gentle introduction to formal exams and time-limited testing, helping them build confidence for future assessments like GCSEs.
- Data for Planning Support – Teachers in secondary schools can use SATs data to identify pupils who may need extra help or challenge in Year 7, particularly in core subjects.
- Informing Parents – SATs provide parents with an objective snapshot of their child’s academic progress, complementing teacher assessments and school reports.
The Harms and Controversies of SATs
- Stress and Anxiety for Children – One of the most significant criticisms is the pressure SATs put on young children. Many report feelings of anxiety, sleeplessness, and low self-esteem, especially if they are struggling learners or are repeatedly told how important the results are.
- Narrowing the Curriculum – In the lead-up to SATs, schools often shift their focus almost entirely to English and maths. Creative subjects, science, physical education, and broader learning experiences can be pushed aside, reducing the richness of a child’s education. While many schools suggest this is not the case or that the missed time is made up for once the SATs are over, it is fair to say that SATs are for most, the sole focus of Year 6.
- Teaching to the Test – Some teachers feel they must “teach to the test” rather than support deeper understanding or develop a love of learning. This can lead to formulaic learning and stifled creativity. The lack of purpose of most of the learning is not lost on children and the cries of “I just don’t see the point!” can be heard at school gates across the country.
- Pressure on Teachers – Teacher workload and stress increase significantly in SATs season. They face pressure to deliver strong results, which can impact job satisfaction and contribute to the broader retention crisis in education. This comes at a time when there are some state schools around the country who are technically bankrupt and where TA support is often non-existent but still the teachers are expected to better the results year on year for fear of it impacting school numbers and Ofsted inspections.
- Misleading Judgements – SATs results are sometimes used to judge school quality or compare schools in ways that don’t account for socioeconomic background, pupil diversity, or individual progress—leading to unfair comparisons and assumptions about schools and their staff team.
- Information wasted – While parents and children are told that the outcomes of the Year 6 SATs directly indicate the child’s potential at GCSE and impact class groupings for Year 7, in many cases this is not true. Most secondary schools complete their own assessments in the first few weeks to determine class places and the quality of teaching in Key Stage 3 and 4 has much more to do with each child’s success in their GCSEs than their Year 6 SATs.
SATs and Mental Health
As we observe Mental Health Awareness Week, it’s crucial to reflect on the emotional toll that SATs can exert on young children. At just 10 or 11 years old, many pupils experience significant stress and anxiety in the lead-up to these assessments. Reports from teachers, parents, and mental health charities have consistently highlighted symptoms such as disturbed sleep, headaches, crying, and even panic attacks.
The NSPCC’s Childline service has reported that in the 2022/23 period, over 105,000 counselling sessions were conducted with children and young people struggling with mental and emotional health issues. Of these, more than 31,000 sessions specifically addressed stress and anxiety . This underscores the pervasive nature of anxiety among young people, with exam-related pressures being a significant contributing factor.
YoungMinds, a leading mental health charity, has highlighted that one in six children aged five to 16 were identified as having a probable mental health problem in July 2021, a significant increase from one in nine in 2017 . This rise correlates with increasing academic pressures, among other factors. YoungMinds
Shaun Friel, Director of Childline, emphasized the gravity of the situation:
“It’s deeply concerning that so many children and young people are reaching out to us because they’re struggling with anxiety. We know how overwhelming these feelings can be, often leaving young people feeling trapped and unsure where to turn.” NSPCC
In a week dedicated to promoting positive mental health, it’s vital to question whether the current SATs system aligns with our understanding of child wellbeing in 2025. If our educational goals include nurturing not just capable learners but also healthy, resilient individuals, we must seriously consider whether the existing assessment methods support or hinder that mission.
Do SATs still have a purpose in 2025?
In a rapidly evolving educational landscape, the relevance of SATs is increasingly under question. Alternative assessment models—such as teacher assessment frameworks, ongoing formative assessment, or even moderated project-based evaluation—have been proposed and trialed in some schools and regions.
Yet, SATs remain deeply embedded in England’s education infrastructure. Until there’s a robust and fair system to replace them, SATs may still be seen by policymakers as the most consistent way to measure and compare attainment.
Learning from the Rest of the UK
It’s worth noting that SATs are no longer used in the same way across the UK. Scotland and Wales have both moved away from Year 6 SAT-style testing. In Scotland, the Curriculum for Excellence focuses on continuous assessment, while Wales has introduced personalised assessments instead of high-stakes national tests. Notably, neither country has reported any significant decline in GCSE performance or long-term educational outcomes as a result. This suggests that alternative models of assessment can still support academic achievement without relying on the pressure and structure of traditional SATs.
Conclusions: Reform or Replace?
We continue to be told that the Year 6 SATs serve some useful functions in 2025, particularly for tracking national attainment and informing the transition to secondary school. However, their costs—especially to children’s mental health and teachers’ wellbeing—are very considerable.The most important thing to ask is, what is the point of SATs? If that answer is not evidence based in favour of the child’s education, my opinion is that it might be time to think again. As education evolves to meet the needs of a new generation, it may be time to rethink whether SATs are truly serving children—or whether children are being made to serve the SATs.