Why Lichfield Cathedral School does not do SATs

For many families, Years 5 and 6 are synonymous with SATs revision, practice papers and growing anxiety about assessments. Across England, primary pupils spend months preparing for tests designed to measure attainment in reading, grammar, punctuation, spelling and maths. Yet at Lichfield Cathedral School, we take a different approach.

As an independent school, we are not required to administer SATs, and we choose not to. Instead, we focus on providing a rich, broad and balanced education that develops confident, curious and capable young people.

That decision is not made because we are against assessment. Assessment is an essential part of education. We regularly monitor progress, track attainment and ensure every child is receiving the support and challenge they need. However, we believe there are better ways to understand a child's development than through a series of high-stakes tests taken over a few hours in Year 6.

One of the most common criticisms of SATs is that they only assess a narrow range of academic skills. While literacy and numeracy are undoubtedly important, they represent just a fraction of what makes a child successful.

A SATs score cannot measure creativity, resilience, kindness, leadership, musical talent, sporting ability, problem-solving skills or a love of learning. Yet these are the qualities that help children thrive not only at school, but throughout life.

At Lichfield Cathedral School, we want our pupils to explore music, drama, sport, art, outdoor learning and a wide range of academic subjects without these experiences being squeezed out by endless test preparation.

Many educationalists argue that the pressure associated with SATs can narrow the curriculum and turn Year 6, in particular, into a year dominated by revision and exam practice. Critics suggest that schools can become "test factories", focusing heavily on preparing pupils for assessments at the expense of broader learning experiences.

Research highlighted by campaign groups and education professionals suggests that many pupils spend significant portions of their final primary year completing practice papers and revision activities. Some children report enjoying school less as SATs approach because of the increased focus on testing. At a national level, there is a corresponding drop in Year 6 children reading for pleasure, which has a significant negative effect on literacy skills progress in subsequent years.

We believe childhood should be a time of discovery. Rather than teaching to a test, we aim to nurture intellectual curiosity, encourage independent thinking and inspire a genuine love of learning.

Even supporters of SATs acknowledge that concerns about stress and anxiety are among the biggest criticisms of the system. Many parents will have seen children worry about achieving the "right" score or fear that poor performance could affect their future.

Surveys cited by education campaign groups found that many Year 5 and 6 pupils feel worried about SATs, with some reporting impacts on sleep, confidence and wellbeing. Parents and teachers have also raised concerns about the pressure children experience during assessment periods and often the financial pressures on families to pay for additional tutoring outside of school.

While challenge is an important part of education, we believe it should be constructive and confidence-building. Children's self-worth should never be defined by a score achieved during a single week of tests.

Choosing not to administer SATs does not mean choosing not to assess.

At Lichfield Cathedral School, we use our own internal assessments, end-of-year examinations, ongoing teacher evaluation and regular progress monitoring instead. These methods provide a much more comprehensive picture of an individual child's strengths, areas for development and overall progress across a wide range of subjects.

Teachers who work with children every day can often provide richer insight than a set of standardised test papers. They see how pupils collaborate, create, communicate, persevere and grow throughout the year. They see potential, not just achievement.

Our goal is not simply to prepare children for secondary school. It is to prepare them for life.

We want pupils to complete Year 6 as confident learners, critical thinkers and compassionate individuals. We want them to be academically strong, but also creative, resilient and engaged with the school and world around them.

SATs undoubtedly have their supporters and can provide useful data for schools and government. However, we believe that a child's education should never be reduced to a number.

By choosing a broader, more holistic approach to assessment, Lichfield Cathedral School can focus on what matters most: helping every child discover their strengths, fulfil their potential and enjoy the journey of learning.