Blog

Most secondary schools set academic targets for their pupils. Eventually they are given goals to aim for when taking their GCSE exams, with many pupils attempting to gain the cherished A or A* grades in one or more subjects.  Of course failing to achieve these high marks will inevitably lead to disappointment and highlights the vital need for realistic expectations  from the offset.  Isn’t it more important to make sure that children leave secondary school as well-balanced young people? 

Do we fall into a similar trap in primary schools?  We need to achieve a certain pass rate in order to be deemed ‘successful’ as secondary schools do.  We therefore set targets for our pupils in the hope of achieving as many level 5s, and possibly level 6s, as possible.  Our children may not be as aware of these target levels and are therefore immune from the disappointment which can follow results.  Surely this is a good thing for can’t we give children goals, achievable aims, without burdening them with levels? 

I am fully aware that teachers are under an enormous amount of pressure to perform.  Primary schools work to achieve a good set of KS2 results which act as a stepping stone for their Year 6 pupils.  Secondary schools work to achieve a good set of KS4 results which act as a stepping stone for their Year 11 pupils … but they are only stepping stones.  We should never lose sight of the people behind the grades and be careful to have realistic expectations.