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<p>SATs, now called national curriculum tests, were first introduced in 1991. In determining
primary assessment policy, the Department considers the impact of testing on all children
as a matter of course, which includes drawing on evidence from this country’s past
national tests.</p><p>As part of our Public Sector Equality Duty, we also consider
the impact of Government policy on different groups of pupils, including – but not
limited to – those with protected characteristics under the Equality Act 2010. Vulnerable
children, such as those from disadvantaged backgrounds who qualify for free school
meals, looked-after children who attract pupil premium plus funding, or those with
special educational needs.</p><p>The Government believes that rigorous and appropriate
assessment is in all pupils’ interests. National curriculum tests help teachers to
understand how pupils are doing in relation to national expectations and identify
where additional support is needed. They also hold schools to account for how well
they support their pupils, which the Organisation for Economic Cooperation and Development
concludes is particularly important for the least advantaged. The tests should not
put undue pressure on any pupil and we trust teachers to approach them in a proportionate
manner. Schools are also required to provide continuous and appropriate support for
the wellbeing and resilience of all pupils.</p><p>For this year, we have introduced
updated tests to align with the new National Curriculum which was introduced in 2014.
In developing the curriculum we have been mindful of the possible impact on equalities
and based on a wide range of evidence we have conducted a full equalities impact assessment.
This paper has been attached to this answer.</p><p>The new tests will assess pupils’
attainment against the National Curriculum. In developing these tests, the Department
has considered carefully their impact upon all pupils and we will continue to do so
as they are introduced in schools.</p>
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