National Curriculum assessments have been in place in various forms since approximately 1991, however this year one of the spelling, punctuation and grammar tests was accidentally published online, and as a result many have discovered how difficult such testing actually is. The Telegraph sent four writers to a London based private tutorial company to take a sample grammar exam for themselves, with not one correctly answering all questions, highlighting the difficulty of such tests. The BBC last week reported that more than 40,000 parents have signed a petition calling for a boycott of primary school tests to be taken this month, with many taking to the streets in protest. This week saw further mistakes with test answers being published, and the Department for Education linking the publication to a campaign to undermine the tests. As a result of the above publications, along with the dismay to the constant changes, there have been calls for such testing to come to an end, with many claiming that more importance should be placed on a child's happiness and joy rather than testing, with some noting even teachers have lost confidence in such tests. However, Ofsted Chief Sir Michael Wilshaw stated that improving social mobility depended on making sure children are not falling behind, specifically referencing England's average position in the Organisation for Economic Co-operation and Development (OECD) education rankings. Detailed by The Independent last year, a report commissioned by the OECD titled, Universal Basic Skills: What countries stand to gain', produced by economists Eric Hanushek and Ludger Woessmann, shows that one in five British students leave school without acquiring basic skills. It also shows the global school rankings, based on test scores in Mathematics and science, with Asian countries dominating the top, while the United Kingdom continues to languish in comparison. The main problem with such testing is that children are all different, learning at different speeds within a constantly changing environment. In particular, some children with special educational needs have not yet at this stage been identified. To enforce such testing on individuals struggling within an increasingly difficult curriculum could prove disastrous, seeing an increase in anxiety and a feeling of isolation. It is understandable that there is a need to identify those children who are behind, however some, especially those with special educational needs, may not cope in a testing environment, or may need further assistance. If you feel that your child may have special educational needs, please do not hesitate to contact our experienced education team who can assist with obtaining a determination of your child's needs, and the attainment of an educational health and care plan to secure the right provision for your child.