An Examination of Teacher Perspectives of Assessment and Testing in a Primary School and The Role of The Headteacher.

Purpose: The aim of this research is to highlight the role of the head teacher in relation to the impact of testing in primary schools. It aims to contribute and stimulate a discussion not only on the role of headteachers but also on the impact of testing in general terms. An extended aim of this research; is to support other school leaders understand the complexities of a new curriculum, assessment system and new tests and in turn allow them to understand the impact and their role, before responding to the ever-changing demands of assessment and curriculum design. Design and methodology: This thesis is a longitudinal piece of research to critically review the policies that have led to the overhaul of the primary school assessment system, resulting in the removal of levels and the creation of a pass or fail testing system, (introduced in 2016). I review the impact of this new system on pupils from the perspective of their teachers, investigate the teacher perspective regarding whether formal assessment is working as intended and how the role of headteacher has led to the teacher perspectives analysed. To do this, I analyse, using a thematic approach and present data from primary school staff based within a school setting; using semi structured interviews and reflective diaries over an academic year. The findings then lead to a reflective analysis of school systems, based on Bronfenbrenner’s eco systems and how headteacher decisions sit within these systems. Findings: This research shows that, within the research setting, testing does not have a negative impact on pupils. These policies, which schools must legally work within, do have some degree of flexibility. This is largely due to the role of the headteacher and the decisions and culture created. School leaders are able to challenge, teach and raise standards and negate the negative impact that testing can have. They can make a difference and do not need to be ruled by fear of data or Ofsted. A school can be ‘Good’,