Children are assessed in English and Maths upon entering Reception to establish a baseline. These scores are later compared to their Key Stage 2 SATs to evaluate the progress made and hold schools accountable.
Digitised baseline assessment
From September 2025, the Reception Baseline Assessment became fully digitised, with both teachers and children using touchscreen devices to administer and complete the test.
The NEU does not believe that the RBA supports learning. It is an accountability measure for schools. Carrying out the test gets in the way of developing relationships, routines, and a love of learning in the first few weeks of school.
Moving to a digital format does not address these issues and raises further concerns about increasing screen time for young children.
Have your say
The Department for Education are asking educators for their views on reception baseline assessment, with a focus on its recent digitisation.
It’s vital that as many reception practitioners respond to make the profession’s voice heard.
Baseline survey
We surveyed 970 reception teachers online in October 2025. Their views are startingly clear – the RBA is inaccurate, a waste of resources and does not support a best start in life.
88% of reception teachers surveyed said the reception baseline should not continue in any format.
Our survey found:
- Over 80% of reception teachers disagreed that the test provides accurate information about a child’s abilities.
- 85% disagreed that RBA is a good way of measuring school progress.
- Almost 95% of respondents disagreed that RBA is a good use of staff time and school resources.
- 92% said that administering the test increases workload.
- 97% said that the time could be better used to settle children into school.
- Less than 5% of teachers said RBA was a good experience for children.
- Almost 85% disagreed that the test is appropriate for children with SEND.
- Two thirds (67%) of respondents agreed that the assessment hasn’t improved by becoming digitised.
Respondents said:
“[A] total waste of time! I’ve had to administer the test in the classroom whilst the other children play as I do not have any staff to allow me to get out of the room to do it! It has taken us 6 weeks to get through 40 kids! The questions were ridiculous as are the statements it gives about the children.”
“I have been teaching for 13 years. This is my first time in Reception. I was flabbergasted by the time taken to administer a test to four-year-olds. It told me nothing helpful for their development.”
“It wasn’t a positive experience for the children, who often found it confusing or disengaging. Overall, I don’t feel it gave an accurate picture of their abilities.”
“Assessments kept crashing and losing connections. One assessment had to reconnect 11 times! Absolute waste of my time. Our children missed out on important first few weeks learning to use resources, make relationships and settle into school”
