More Than A Score is here to change the way children are assessed and schools are judged.
Primary school children in England are being let down by a system that cares more about measurement than their education. It damages their education and we believe they deserve better.
We want pupils to enjoy a rich and varied curriculum and leave primary school with a love of learning, instead of spending months preparing for tests in English and maths.
We support teachers who want to spend their time stimulating young minds and expanding pupils’ knowledge and creative problem-solving skills, not ‘teaching to the test’.
We believe schools should be judged on the overall quality of education they provide, not the results of a narrow set of standardised tests.
If you agree that children and schools deserve better, add your voice to our campaign. Together, we can change the system for the better.
This Autumn, four-year-olds across England have taken a major step forward as they start school; an exciting time for both children and parents. But future Reception classes won’t be so lucky.
This term, the government has begun trials of its new assessment programme for reception classes. Children will be tested in maths and English and the results will be used to judge schools against each other. All this, despite there being no evidence that four-year-olds can be reliably tested.
The Scottish Parliament has voted against plans to test four-year-olds. Let’s make sure that they are opposed in England too.
If you agree that it’s absurd to make four-year-olds who have just started schools take tests, please sign our petition.
The current system of standardised tests (SATs) for year 6 pupils makes no sense. Designed to measure schools’ performance, it’s not working out that way. Children feel under pressure to do well and teachers waste months of valuable learning time ‘teaching to the test’.
Year 6 is a time for children to be expanding their knowledge, and discovering their love of learning. Instead, pupils spend many months cramming English and maths SATs papers, as schools strive to improve their position in the league tables.
We think the pressure this places on schools and pupils is unfair and does nothing to benefit children’s learning. There are better ways to assess schools and ensure our children receive the education they deserve.
Click here to download and share our leaflet which explains what you really need to know about SATs.
At the age of five, reading should be opening up a whole new world of discovery. Instead, Year 1 pupils spend their time learning ‘nonsense’ words in preparation for the phonics check.
Described by the government as a ‘light-touch’ assessment, recent research has revealed that the test causes children stress and confuses good young readers.
Most teachers now use ‘synthetic phonics’ to teach children to read. This means children learn letters or groups of letters as sounds and then blend these sounds together to make a word. During the phonics check they are then tested on real and nonsense words to demonstrate their understanding. If they don’t achieve the pass mark imposed by the government, they must re-take the test in Year 2. The results of the tests are also used to judge schools who are expected to achieve a higher pass mark each year.
We believe learning to read is too important to put this pressure on five and six-year-olds and their teachers. If you agree, make your voice heard by joining our campaign.
5x5x5 = creativity
5x5x5=creativity is an independent arts-based action research organisation which supports children in their exploration and expression of ideas, helping them develop creative skills for life.
Association of Child Psychotherapists (ACP)
ACP is the professional body for psychoanalytic Child and Adolescent Psychotherapists in the UK, committed to promoting and upholding the highest standards of psychoanalytic child and adolescent psychotherapy.
Association of Educational Psychologists (AEP)
AEP is the only trade union and professional association organised exclusively for and by Educational Psychologists in the UK.
British Educational Research Association (BERA)
BERA is a membership association that aims to inform the development of policy and practice by promoting the best quality evidence produced by educational research.
Early Childhood Studies Degrees Network
The ECSDN promotes and advocates education and research for the continuing development of a highly qualified early childhood graduate profession and workforce; and provides critical perspectives on, and a forum for, the advancement of appropriate early childhood policies, initiatives and legislation. The ECSDN has been at the forefront for the development of quality within ECS degrees, with the development of QAA Early Childhood Studies Benchmark Statements (2007/2014) and the ECS Graduate Competencies at Level 6.
Early Education is a national charity and membership organisation supporting early years practitioners with training, resources and professional networks, and campaigning for quality education for the youngest children. We believe every child deserves the best possible start in life and support to fulfil their potential.
Keeping Early Years Unique
Keeping Early Years Unique is a movement bringing together and empowering early years advocates from around the world, promoting holistic learning alongside a sound knowledge of child development.
Let Our Kids Be Kids
Let Our Kids Be Kids was launched in 2016 by parents who’ve had enough… enough of endless testing, enough of teachers not being trusted to teach, enough of an Ofsted driven, dull, dry curriculum aimed solely at passing National Curriculum Tests (SATs).
The Group exists to encourage and promote education in every way. It facilitates the unification of the Montessori movement across the UK, providing relevant training and funding research into the value and effectiveness of Montessori education, and making awards to support the development of Montessori education.
National Association for Primary Education (NAPE)
NAPE brings together everyone who has a concern for the learning of children from birth to 13 years. Members and affiliated schools work to improve education through the Early, Primary and Middle Years.
National Education Union (NEU)
The NEU stands up for the future of education by bringing together more than 450,000 education professionals across the UK. We’re committed to making education a great place to work, a great place to teach, and a great place to learn.
Teachers, support staff, parents, educationalists - for a primary sector with the child at its centre.
Reclaiming Schools was set up to support campaigns for progressive and socially responsible education. Our aim is to make reliable research available to teachers and the wider community.
Rescue Our Schools
Rescue our Schools is a parent-led group who want to overcome the adverse impact of changes to our state education system, and who believe it is time to stand up for an education system that is rooted in community, where teachers are trusted as professionals, and where every child can flourish.
Save Childhood Movement
Save Childhood Movement was launched in 2013 and consists of a growing collaboration of individuals and organisations that share a deep concern about societal values and wellbeing and the current erosion of natural childhood.
Save Our Schools (SOS)
A parent-led group based in Brighton and Hove campaigning against damaging education policy and school funding cuts.
Sightlines Initiative is an independent national organisation promoting enquiry-based approaches to, and creative and reflective practice in, early childhood education.
Slow Education is an evidence-based initiative to make time in the classroom for creative teaching and learning.
Association for Professional Development in Early Years (TACTYC)
TACTYC promotes the highest quality professional development for all early years practitioners in order to enhance the educational well-being of the youngest children.
The United Kingdom Literacy Association is a registered charity, which has as its sole object the advancement of education in literacy.