The digital elements of the reception baseline assessment (RBA) have been in development since 2019 and subject to extensive trials with teachers and pupils, using the Standards and Testing Agency’s internationally recognised assessment development approach. This has included item validation trials in 2020, 2021 and 2023 involving 2,801 pupils across 277 schools, and a technical pre-test trial in 2022 where 2,406 assessments were completed across a nationally representative sample of 254 schools. In November and December 2024, a voluntary trial involving over 1,000 schools took place, and participating schools undertook key activities needed to administer the assessment, including completing a sample assessment with three pupils. Input from the trials and extensive review by early years experts and teachers has helped shape the content and the digital platform to meet the needs of schools and pupils.

The revised RBA remains interactive and play-based, retaining the use of small toys and verbal responses for other questions. Pupils can respond verbally to on-screen questions if they do not wish to interact with the screen, and a paper-based alternative is available where this is more suitable for the pupil.

Schools, trusts, and local authorities are responsible for making decisions that best meet their educational and operational needs regarding the use of technology in the classroom. The department does not set specific requirements for how often schools should use tablets. To help schools make informed decisions when procuring technology, the department has published advice and guidance to schools through the digital and technology standards and the plan technology for your school service.

The digital elements of the reception baseline assessment (RBA) have been in development since 2019 and subject to extensive trials with teachers and pupils, using the Standards and Testing Agency’s internationally recognised assessment development approach. This has included item validation trials in 2020, 2021 and 2023 involving 2,801 pupils across 277 schools, and a technical pre-test trial in 2022 where 2,406 assessments were completed across a nationally representative sample of 254 schools. In November and December 2024, a voluntary trial involving over 1,000 schools took place, and participating schools undertook key activities needed to administer the assessment, including completing a sample assessment with three pupils. Input from the trials and extensive review by early years experts and teachers has helped shape the content and the digital platform to meet the needs of schools and pupils.

The revised RBA remains interactive and play-based, retaining the use of small toys and verbal responses for other questions. Pupils can respond verbally to on-screen questions if they do not wish to interact with the screen, and a paper-based alternative is available where this is more suitable for the pupil.

Schools, trusts, and local authorities are responsible for making decisions that best meet their educational and operational needs regarding the use of technology in the classroom. The department does not set specific requirements for how often schools should use tablets. To help schools make informed decisions when procuring technology, the department has published advice and guidance to schools through the digital and technology standards and the plan technology for your school service.

The digital elements of the reception baseline assessment (RBA) have been in development since 2019 and subject to extensive trials with teachers and pupils, using the Standards and Testing Agency’s internationally recognised assessment development approach. This has included item validation trials in 2020, 2021 and 2023 involving 2,801 pupils across 277 schools, and a technical pre-test trial in 2022 where 2,406 assessments were completed across a nationally representative sample of 254 schools. In November and December 2024, a voluntary trial involving over 1,000 schools took place, and participating schools undertook key activities needed to administer the assessment, including completing a sample assessment with three pupils. Input from the trials and extensive review by early years experts and teachers has helped shape the content and the digital platform to meet the needs of schools and pupils.

The revised RBA remains interactive and play-based, retaining the use of small toys and verbal responses for other questions. Pupils can respond verbally to on-screen questions if they do not wish to interact with the screen, and a paper-based alternative is available where this is more suitable for the pupil.

Schools, trusts, and local authorities are responsible for making decisions that best meet their educational and operational needs regarding the use of technology in the classroom. The department does not set specific requirements for how often schools should use tablets. To help schools make informed decisions when procuring technology, the department has published advice and guidance to schools through the digital and technology standards and the plan technology for your school service.

I refer the hon. member for Ashfield to the answer of 1 August 2025 to Question 61402.

The multiplication tables check (MTC) assesses fluent recall of times tables, meaning the time available is a key element. The six second time limit was decided as the most appropriate to promote effective recall following a rigorous test development process, including trials of different time allowances with over 1,000 pupils. Six seconds minimises the use of inefficient methods of working out the answer, for example counting up.

For pupils with processing difficulties, additional time was considered, but this approach would provide a less valid outcome for a check of fluency of recall. A range of alternative access arrangements are available, which schools should consider for individual pupils where appropriate to their needs.

Although the MTC was designed to be accessible to most pupils, if pupils are unable to engage with it, schools should explain to parents how they are helping the pupil to learn their multiplication tables. Multiplication and division in a wider context will continue to be assessed through the end of key stage 2 mathematics assessment, providing further opportunity for pupils to demonstrate their understanding of multiplication tables.

Mr Speaker, may I take this opportunity to thank all those who work in our schools and wish them a well-earned break over the summer holidays? High and rising school standards are a non-negotiable for this Labour Government as we seek to build a school system that enables every child to achieve and thrive. Our independent expert-led curriculum and assessment review has found that the current system for primary assessments is broadly working well. However, we will take on board any recommendations from the review panel when it reports in the autumn.

What assessment she has made of the potential merits of introducing alternative methods of primary school assessment.

A recent survey by Young Minds found that over a third of year 6 pupils felt ill due to standard assessment tests, and over a quarter said they made them feel bad about themselves. Ninety-six per cent of headteachers say that SATs harm wellbeing, and 95% doubt their accuracy. Our children and teachers are telling us that SATs are broken. Will the Department consider a more holistic assessment approach that ensures the wellbeing of our children at such a young age?

It is so well known how damaging formal assessment can be for some children; their wellbeing should be at the forefront of our minds. I know that from primary school teachers in my Bath constituency. Is it not time that we completely scrapped SATs?

The government issued a call for evidence on equality law, which included commencing the socio-economic duty under the Equality Act 2010. This closed on 30 June 2025.

All mainstream state-funded schools are required to comply with relevant legislation and the statutory School Admissions Code. It is for a school’s admission authority to decide which oversubscription criteria to include in their arrangements. They must ensure that their arrangements will not disadvantage unfairly, either directly or indirectly, a child from a particular social or racial group, or a child with a disability or special educational needs.

We will support the aspiration of every person who meets the requirements and wants to go to university, regardless of their background, where they live and their personal circumstances.

Gaps in access, completion and outcomes between disadvantaged students and others at university are unacceptably large and stubborn.

Exams and other assessments are an essential part of ensuring that young people have acquired the knowledge and skills they need in order to succeed in further study and in later life.

We recognise that exams, like other things in life such as job interviews, have the potential to exacerbate feelings of stress amongst young people. But when pupils receive the right support, for many of them the level of stress from exams is manageable.

We encourage schools to provide safe, calm and supportive environments that help young people to understand and look after their mental health and wellbeing and develop healthy behaviours that can support them to stay well during stressful periods.

There is also a range of advice and guidance on how to beat exam stress. This includes guidance from the NHS, accessible at: https://www.nhs.uk/mental-health/children-and-young-adults/advice-for-parents/help-your-child-beat-exam-stress/.

Additional guidance by Ofqual can be found at: https://www.gov.uk/government/publications/coping-with-exam-pressure-a-guide-for-students. The information provides some useful advice which pupils can use to help alleviate or lessen the anxiety they have about sitting exams.

The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE, an expert in education policy, including curriculum and social inequality. The Review is evaluating the existing national curriculum and statutory assessment system in England, to ensure they are fit for purpose.

The Review’s Interim Report, published in March 2025, is clear that traditional examined assessment should remain the primary means of assessment. The Review will take a subject-by-subject approach to consider assessment fitness for purpose and consider the impact of different assessment methods on teaching and learning.

The Review’s final report and recommendations will be published in the autumn, and the department will take decisions on what changes to make in light of these recommendations.

This is a matter for Ofqual, the Office of Qualifications and Examinations Regulation. I have asked its Chief Regulator, Sir Ian Bauckham, to write to the hon. Member for East Hampshire directly and a copy of his reply will be placed in the Libraries of both Houses.

There is currently no national industrial action taking place in schools. There is no requirement for schools to report instances of local industrial action in schools and the department does not collect data on local strike action.

The department’s guidance ‘Handling strike action in schools’ makes clear that headteachers should take all reasonable steps to keep schools open for as many pupils as possible and minimise disruption to their education. In the event of industrial action during public exams, it is recommended that schools should remain open for exams and exam candidates where possible, even if the school is closed or restricting attendance.

Headteachers remain accountable for the conduct of the exams and provision of facilities in their centre, and schools are encouraged to review contingency plans well in advance of each exam or assessment series. The full guidance is available here: https://assets.publishing.service.gov.uk/media/6523d331aea2d0000d2199bf/Handling_strike_action_in_schools.pdf.

There is currently no national industrial action taking place in schools. There is no requirement for schools to report instances of local industrial action in schools and the department does not collect data on local strike action.

The department’s guidance ‘Handling strike action in schools’ makes clear that headteachers should take all reasonable steps to keep schools open for as many pupils as possible and minimise disruption to their education. In the event of industrial action during public exams, it is recommended that schools should remain open for exams and exam candidates where possible, even if the school is closed or restricting attendance.

Headteachers remain accountable for the conduct of the exams and provision of facilities in their centre, and schools are encouraged to review contingency plans well in advance of each exam or assessment series. The full guidance is available here: https://assets.publishing.service.gov.uk/media/6523d331aea2d0000d2199bf/Handling_strike_action_in_schools.pdf.

This is a matter for Ofqual, the Office of Qualifications and Examinations Regulation. I have asked its Chief Regulator, Sir Ian Bauckham, to write to the hon. Member for St Neots and Mid Cambridgeshire directly and a copy of his reply will be placed in the Libraries of both Houses.

I refer the hon. Member for Eastleigh to the answer of 12 June 2025 to Question 57812.

The department wants to drive a consistent and inclusive approach to supporting children and young people with special educational needs and disabilities (SEND) through early identification, effective support, high-quality teaching and effective allocation of resources.

The department knows that effective early identification and intervention can reduce the impact that SEND may have on individuals in the long term. The Early Years Foundation Stage two-year old progress check and the Healthy Child Programme development review offer two valuable opportunities to identify additional needs for children aged two to three and put the right support in place for the children who need it.

The department has also introduced additional resources for early years educators to support children with developmental differences and needs, including a free online training module and SEND assessment guidance and resources.

To support settings to identify need early, the department is also strengthening the evidence base of what works to improve early identification in mainstream settings. The department has commissioned evidence reviews from University College London, which will highlight what the best available evidence suggests are the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people (age 0 to 25) with different types of needs.

The independent Curriculum and Assessment Review is ongoing and is evaluating the existing national curriculum and statutory assessment system in England to ensure they are fit for purpose. The Review wants to ensure an assessment system that captures the strengths of every child and young person and the breadth of curriculum, with the right balance of assessment methods, whilst maintaining the important role of examinations. The Review’s final report and recommendations will be published in the autumn, at which point the government will respond.

All children and young people should have every opportunity to succeed, no matter where they are from. However, the department knows pupil attainment varies considerably across the country. This is not acceptable, which is why the Opportunity Mission will break down barriers and the unfair link between background and success so all children can achieve and thrive.

High and rising standards are at the heart of this mission and the key to unlocking stronger outcomes and a better future for all children and young people, no matter where they live.

To deliver these improvements and reduce disparities, we have introduced new regional improvement for standards and excellence teams and launched an independent Curriculum and Assessment Review that is looking closely at the key challenges to attainment. We are also committed to recruiting 6,500 new expert teachers across the country.

We will support the aspiration of every person who meets the requirements and wants to go to university, regardless of their background, where they live or their personal circumstances.

All higher education (HE) providers registered with the Office for Students (OfS) that intend to charge higher level tuition fees must have an Access and Participation Plan approved by the Office for Students. These need to set out how HE providers will improve equality of opportunity for underrepresented groups and the support that they will provide to do this. While there are many examples of interventions that show a real commitment to widening successful participation, we want the sector to go further and be even more ambitious.