This paper reports findings from case study research into the impact of statutory testing in the UK primary school context on learners of English as an Additional Language. The findings relate to stakeholder perceptions and are predominantly drawn from inductive analysis of interview data with key stakeholders: teachers, learners and parents, as well as an extensive review of relevant literature. The findings are discussed in relation to the uses to which test data are put, the stakes for the school, teachers and learners, and parents and learners' understanding of the purposes of the tests and the meaning of levels. On the basis of the analysis, it is argued that, whilst the tests are not necessarily without value, particularly to the school, care needs to be taken in arguing that test scores are informative to parents and that there are no adverse affects on primary age learners.
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