New figures reveal that children in Hampshire receiving support for special educational needs (SEND) are underperforming in the Year 4 multiplication tests compared to their peers. According to the latest data from the Department for Education, students with SEND support scored an average of 16 out of 25 in this year’s assessments, while their classmates without additional needs achieved an average score of 21.6.
The national averages reflect a similar trend, with pupils receiving SEND support scoring 17.1, compared to 21.9 for those without such needs. These results have prompted concerns from educational leaders about the fairness and accessibility of the tests.
Concerns Over Test Accessibility
Sarah Hannafin, head of policy at the NAHT, emphasized that while teachers and students deserve commendation for their efforts, the structure of the multiplication test may inadvertently disadvantage some children. The test, introduced in 2022, is standardised and timed, which can hinder the performance of students who may require more time to process the questions.
Hannafin stated, “We have consistently raised concerns that its timed nature and focus on memorisation puts some children, including pupils with certain types of special educational needs, at a disadvantage.” Despite assurances from the government to collaborate with the Standards and Testing Agency to “minimise unintended impacts,” she noted disappointment over the lack of flexibility regarding the test’s timing.
Pepe Di’Iasio, general secretary of the Association of School and College Leaders, echoed these sentiments, highlighting that while there has been improvement in attainment for both disadvantaged and non-disadvantaged students, a significant gap remains.
Disadvantaged Pupils Also Lagging
The data further illustrates that students classified as ‘disadvantaged’ are falling behind their peers. In Hampshire, these pupils scored an average of 18.2, significantly lower than the 21.3 achieved by their non-disadvantaged counterparts. Nationally, disadvantaged pupils scored 19.3 compared to 21.7 for those not classified as disadvantaged.
Di’Iasio remarked, “It is testament to the hard work of schools and teachers that attainment in the multiplication tables check has continued to improve for pupils from both disadvantaged and non-disadvantaged backgrounds.” He stressed the need for greater investment in targeted support for disadvantaged students to address the challenges they face outside the classroom.
Nationally, boys outperformed girls in the multiplication tests, with an average score of 21.2 compared to 20.7 for girls. In Hampshire, boys scored an average of 20.9 while girls scored 20.3. Both groups improved their scores by 0.3 points from the previous year.
A spokesperson for the Department for Education remarked, “Basic multiplication is an essential life skill, and our revitalised curriculum will make sure every child leaves school with rock-solid foundations.” The government plans to enhance early maths skills through new training for teachers starting in September 2026, alongside an expanded Maths Champions programme aimed at supporting disadvantaged pupils.
The ongoing performance gap between students with special needs and their peers underscores the need for a reevaluation of testing methodologies to ensure that all children have equitable opportunities to succeed.
