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| Version 1 | Version 2 |
|---|---|
| Anxiety 'haunts primary schools' | Anxiety 'haunts primary schools' |
| (31 minutes later) | |
| Primary school children and their parents are suffering from "deep anxiety" about modern life, according to a study of education in England. | Primary school children and their parents are suffering from "deep anxiety" about modern life, according to a study of education in England. |
| The Cambridge-based Primary Review's first interim report says concern about Sats tests is causing stress and distorting the curriculum. | The Cambridge-based Primary Review's first interim report says concern about Sats tests is causing stress and distorting the curriculum. |
| Researchers conducted 87 in-depth discussion sessions with groups of children, parents, teachers and others. | Researchers conducted 87 in-depth discussion sessions with groups of children, parents, teachers and others. |
| In all, 750 people attended the discussions in locations in England. | In all, 750 people attended the discussions in locations in England. |
| "Today's children, it was generally felt, are being forced to grow up too soon, and the prospects for the society and world they will inherit look increasingly perilous," the report said. | "Today's children, it was generally felt, are being forced to grow up too soon, and the prospects for the society and world they will inherit look increasingly perilous," the report said. |
| Climate concerns | Climate concerns |
| Among those quoted in the Primary Review report are children themselves. | Among those quoted in the Primary Review report are children themselves. |
| Children thought Sats tests were "scary", the report said | Children thought Sats tests were "scary", the report said |
| Many expressed concern about climate change, global warming and pollution, the gulf between rich and poor, and terrorism. | Many expressed concern about climate change, global warming and pollution, the gulf between rich and poor, and terrorism. |
| "The children were no less anxious about those local issues which directly affected their sense of security - traffic, the lack of safe play areas, rubbish, graffiti, gangs of older children, knives, guns," the report said. | "The children were no less anxious about those local issues which directly affected their sense of security - traffic, the lack of safe play areas, rubbish, graffiti, gangs of older children, knives, guns," the report said. |
| "Some were also worried by the gloomy tenor of 'what you hear on the news' or by a generalised fear of strangers, burglars and street violence." | "Some were also worried by the gloomy tenor of 'what you hear on the news' or by a generalised fear of strangers, burglars and street violence." |
| But the report added: "Where schools had started engaging children with global and local realities as aspects of their education they were noticeably more upbeat." | But the report added: "Where schools had started engaging children with global and local realities as aspects of their education they were noticeably more upbeat." |
| The children thought the Sats tests were "scary" but felt the results informed people about how they were doing. | The children thought the Sats tests were "scary" but felt the results informed people about how they were doing. |
| 'Golden age' | 'Golden age' |
| Teaching assistants and parents complained, among other things, about "the pervasive influence of electronic media and gadgetry". | Teaching assistants and parents complained, among other things, about "the pervasive influence of electronic media and gadgetry". |
| They felt parents had little control over such things as mobile phones and the internet, through which children had access to material regarded as ranging from the "unsuitable" to the "pernicious". | They felt parents had little control over such things as mobile phones and the internet, through which children had access to material regarded as ranging from the "unsuitable" to the "pernicious". |
| They also spoke of a "loss of childhood", the report said. | They also spoke of a "loss of childhood", the report said. |
| Many harked back to a golden age not so long ago "when they roamed the streets, fields and woods unsupervised and without regard for traffic or strangers, and had ample time to do so". | Many harked back to a golden age not so long ago "when they roamed the streets, fields and woods unsupervised and without regard for traffic or strangers, and had ample time to do so". |
| The health of a national educational system can't be fully captured by the term 'standards', critically important though standards are Robin Alexander Primary Review | The health of a national educational system can't be fully captured by the term 'standards', critically important though standards are Robin Alexander Primary Review |
| Teachers condemned the tests and deplored "the national obsession" with celebrity, transient values and consumerism. | Teachers condemned the tests and deplored "the national obsession" with celebrity, transient values and consumerism. |
| Primary Review director Professor Robin Alexander said that, having travelled around the country to speak to people "inside and outside of education", he and his team had found "unease about the present and pessimism about the future". | Primary Review director Professor Robin Alexander said that, having travelled around the country to speak to people "inside and outside of education", he and his team had found "unease about the present and pessimism about the future". |
| Improving school "standards" - through tests and Ofsted reports - was not the same as raising the quality of education, he added. | Improving school "standards" - through tests and Ofsted reports - was not the same as raising the quality of education, he added. |
| "The health of a national educational system can't be fully captured by the term 'standards', critically important though standards are. | "The health of a national educational system can't be fully captured by the term 'standards', critically important though standards are. |
| "Standards may have been too readily equated with quality." | "Standards may have been too readily equated with quality." |
| It was time to start exploring the difference between the two, he said. | It was time to start exploring the difference between the two, he said. |
| Better schools | |
| A spokeswoman for Department for Children, Schools and Families said: "We are committed to improving the lives of children and young people right across the country and we are making substantial progress. | |
| "The vast majority of children go to better schools, enjoy better health, live in better housing and in more affluent households than they did 10 years ago. | |
| "The government does not share the view that children are over-tested. Tests help parents and teachers monitor the progress of children and ensure they get the help they need." |