Since 15 September, the CLÉ Test (Calculate, Read, Write) has been introduced in primary schools. Organised for the first time among all 4th-year primary pupils, it runs until 30 September. Initial impressions are positive: it is going well and pupils are taking the exercise seriously. Its aim is to check mastery of basic learning and, above all, to enable quick action whenever a difficulty appears.
Even today, some pupils progress through their schooling with difficulties in maths, reading or writing that are sometimes identified too late. The longer they persist, the harder they become to overcome. With the CLÉ Test, we want a clear picture of each pupil's achievements and needs, so we can act at the right time.
However, it must be stressed: the CLÉ Test does not count towards marks on the school report! It is neither an exam nor a ranking of pupils: there is no pass or fail. The results are used solely to identify what has been mastered and what still needs work, so teachers can adapt their support. Each parent will also receive an individual report on their child's achievements, to facilitate dialogue with the school.
The CLÉ Test also replaces the former non-certifying external assessments held in the 3rd and 5th years of primary school and focuses on the basic skills of maths, reading and writing. This simplifies the system.
However, raising expectations also means providing pupils with more support. That is why we are investing an additional €25 million in personalised support. In total, 320 extra full-time equivalents are reinforcing primary education, plus 140 FTEs in the 1st year of secondary school. This support may take the form of co-teaching (two teachers in one class), to work with smaller groups or provide more targeted help to pupils who need it.
This measure is part of a broader ambition for our schools: raising standards for all, combining high expectations with support. From June 2027, the pass thresholds for the certifying exams CEB, CE1D and CESS will thus be raised to 60%.
With the CLÉ Test, we want to act from the very first years of schooling: consolidating basic learning, quickly detecting difficulties and giving education teams the means to respond. Because success is built from the start, and no pupil should be left to progress with difficulties that will jeopardise the smooth continuation of their schooling.