England’s compulsory “grammar, punctuation and spelling” (GPS) tests for Year 6 pupils are not improving children’s writing, according to a new analysis published in The Conversation.
The GPS test, which is part of England’s Key Stage 2 Standard Assessment Tests (SATs), has been taken for more than a decade and influences what schools teach in primary English, as highlighted by Phys.org. The analysis argues that while teachers may gain some skills connected to the assessment and its content, the test does not effectively help pupils develop stronger writing.
The sources agree the GPS assessment plays a significant role in shaping classroom practice. They differ mainly in emphasis: The Conversation focuses on the reported impact on writing outcomes and the effectiveness of the test as an improvement tool, while Phys.org underscores the long-running presence of the test and its effect on curriculum teaching.
