Education Minister Paul Givan has published a new policy framework for statutory assessment in primary schools and at Key Stage 3. This initiative establishes a clear, sequenced statutory assessment pathway from Year 1 to Year 10 for the first time in Northern Ireland, intended to enhance how pupil learning is both assessed and supported.

The new framework introduces a series of low-workload, curriculum-aligned assessments:

• A baseline check in Year 1.

• A phonics reading check in Year 2.

• Annual reading fluency checks in Years 3–5.

• Literacy and numeracy assessments in Year 4.

• A multiplication check in Year 5.

• Literacy, numeracy, and science assessments in Years 7 and 10.

Minister Givan stated: "This new framework lays the foundations for a modern, coherent and intentionally aligned assessment system that strengthens teaching and supports every learner. Moving to this model of statutory assessment will ensure every parent is provided with consistent, clear information on their child's progress, whilst upholding the Department's commitment to publish system-level attainment data only. These reforms are a key element of my Department's TransformED strategy, which aims to build a world-class, equitable education system focused on high-quality teaching and learning." These reforms arrive following an Independent Review of Statutory Assessment, chaired by Tim Oates CBE, which concluded that the previous system—based on the Levels of Progression and moderated teacher judgement—failed to provide reliable data for pupils, teachers, or the wider system. The new framework also addresses concerns regarding the lack of available assessment data previously raised by the Northern Ireland Audit Office.

Addressing concerns about potential pressure on the classroom environment, Minister Givan added: "The new statutory assessments are short, low-stakes and supportive, designed to provide clear, timely information rather than create pressure for pupils or teachers. They require no revision or preparation. Many assessments will be automatically marked, minimising teacher workload and ensuring that classroom time is focused where it should be; on teaching, learning and responding to pupil needs."

The Minister concluded that the reforms align Northern Ireland with leading international practices, where strong early identification and well-matched curriculum assessment systems are prioritised to raise educational standards. The changes are designed to ensure that parents receive easy-to-understand information about their child's academic progress throughout their primary and early secondary education.