England to require compulsory reading tests for Year 8 pupils as part of new schools policy

England is moving to require compulsory reading tests for Year 8 pupils, to be carried out in schools as part of an as-yet-unpublished schools white paper. The reading assessments would be designed to measure pupils’ progress two years after they enter secondary school and would form one element of a broader, seven-stage series of national checks spanning the entire school life of a child.

The proposed framework covers seven points across seven years: Reception baseline assessment of literacy, communication, language and mathematics; Year 1 phonics screening; Year 4 times tables check; Year 6 SATs in English and Mathematics; Year 8 reading tests; Year 11 GCSEs and other Level 2 qualifications; and Year 13 national exams such as A-levels, T-levels and other Level 3 qualifications. Officials say the assessments would be designed to track progress and identify gaps early, with results shared with the government and Ofsted and not published for individual schools.

The plan comes amid concerns about reading proficiency and overall attainment. Data released in recent years show a quarter of Year 6 pupils did not meet the expected standard in reading, while the English GCSE pass rate has slipped. Education officials argue that reading is foundational to success across the curriculum, noting that students who struggle to read often face challenges across subjects and that those from disadvantaged backgrounds are disproportionately affected.

A Department for Education spokesperson said reading “holds the key to the rest of the curriculum, with pupils who struggle to read so often struggling across the board.” The spokesperson added that the proposed Year 8 reading tests would be part of a broader effort to raise standards and ensure every pupil, regardless of background, has the opportunity to succeed as outlined in the white paper.

The proposals drew mixed reactions from education unions and school leaders. Daniel Kebede, general secretary of the National Education Union, said there was “nothing to stop future governments publishing” school-by-school results if the tests are introduced, warning that doing so could lead to punitive labeling of schools, increased workload for staff and students, and a narrowed curriculum focused on test performance rather than breadth and balance. He argued that simply increasing the number of tests would not automatically translate into higher standards.

Peers at the Association of School and College Leaders (ASCL) also weighed in. Pepe Di’Iasio, the association’s general secretary, noted that many schools already assess Year 8 pupils to identify learning gaps and that a well-designed standard test could help establish a consistent approach. He cautioned, however, that the measurement should not become an additional accountability mechanism, whether through publication of results or as part of Ofsted inspections, given the history of schools feeling “bitten too many times.”

The government-commissioned curriculum and assessment review, which is expected to inform the white paper, is due to publish its findings soon. Proponents say the review could help clarify how the seven-stage framework would work in practice and how schools would balance assessment with a broad, balanced curriculum. Critics, meanwhile, warn that the plan risks overloading schools and narrowing teaching to test preparation at the expense of broader literacy and critical thinking.

In the current school year, around 75% of Year 6 pupils achieved the expected standard in reading on the SATs, underscoring the ongoing challenges in primary literacy. Separately, data show a rising share of mature students taking maths and English GCSEs, with 23.4% of these grades awarded to 17-year-olds or older learners this year, up from 20.9% the previous year. While part of this shift reflects mature learners retaking exams, it also highlights the broader dynamics of assessment and progression in the system.

Education officials stress that the Year 8 reading tests would be designed to support learning and early intervention rather than merely to grade schools. If implemented, the tests would be administered in schools rather than in a centralized exam setting, with results used to inform instruction and identify students who need additional support. The government says the move aligns with an ambitious vision to raise literacy levels and ensure every young person, wherever they grow up, has the opportunity to succeed.

As the plan unfolds, critics warn that the success of the Year 8 reading assessment will depend on how schools are supported to use the data, how the results are interpreted, and how the broader curriculum remains balanced. The debate continues as the white paper’s publication looms and education authorities weigh how best to elevate literacy while preserving a wide-ranging education for England’s pupils.