The often observed dip in pupils’ performance at the start of secondary school is the inevitable result of the testing system in primary schools.

The Civitas report supports previous research suggesting that an improvement in Key Stage 2 results may have less to do with improving pupil standards than an increase in teaching to the test, and drilling for exams. The effects can be disastrous.

It produces a familiar pattern that goes like this: because children are so heavily drilled and trained for their Key Stage 2 tests at 11, many achieve results that are well beyond their normal capabilities. Their test results once they arrive at secondary school, when there will be less coaching, may look disappointing by comparison.

This is frustrating for primary teachers, who must wave their pupils off to secondary school knowing that many will sink on Day 1. And it means that secondary school teachers must struggle to show that they have made any progress with their pupils.

Most of all, it is a source of huge disenchantment for Year 7 pupils, who may at the same time be struggling with the difficult transition from a small primary school to a large secondary. The problem is often compounded by primary schools doing less teaching (with a lot more screenings of DVDs) after pupils have sat their tests, with the effect that for many schools the summer holiday effectively begins in the middle of May. There is extensive evidence that this long break can cause a “learning loss”, particularly for children from deprived backgrounds who may get less stimulation at home until they start secondary school in September.

It is widely acknowledged that some form of national tests at the end of primary school is needed. A better alternative might be the random testing of a sample of pupils (to monitor national standards) and teacher assessments (to measure individual progress).

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