Education Secretary Bridget Phillipson was last night accused of taking a ‘simplistic’ approach after she said that top exam results alone will not make children ‘happy’.

Laying out her vision for schooling in her first address to academy trust leaders since Labour came to power, Mrs Phillipson said that while a string of A* grades may ‘open important doors’, pupils need a ‘wider’ set of goals for a ‘healthy and happy life’.

In a clear swipe at the Tories’ former regime, she accused them of having ‘tunnel vision’ when it comes to exam results – and said she wanted to promote ‘collaboration’ rather than ‘competition’.

Pointing to the current mental health crisis among children, Mrs Phillipson said that children cannot acheive their best results unless their ‘wellbeing’ is looked after.

However, she insisted her goal was still to have ‘high and rising standards in every school, in every trust.’

Her speech, to the Confederation of School Trusts in Birmingham, will reignite speculation that she plans a major overhaul of Tory reforms.

Addressing the conference, she said: ‘Exam results open important doors to opportunity for young people; they show what pupils know and can do; they are and will continue to be the anchor of our education system.

‘But A*s alone do not set young people up for a healthy and happy life. And where previous governments have had tunnel vision, we will widen our ambition.’

Mrs Phillipson said she wants schools to create a feeling of ‘belonging’ in school to tackle the ‘epidemic of absence’ and give children a ‘sense of power and purpose’.

She added: ‘Every child should go to a school where they are free to be themselves, free to make friends, free to explore their talents…

‘Exam results are only achieved when children’s wellbeing is prized too.’

And she called for a ‘profound reform of what we value in our schools, so that up there alongside attainment is the wellbeing of our children.’

Mrs Phillipson spoke of her own schooling and how the happy environment her teachers created allowed her to excel.

She said: ‘Achieving and thriving – the two pillars of our plans for pupils – are not in opposition.

‘They work in tandem, one strengthening the other.

‘Healthy, happy children coming to school ready to learn – if we get this right, those children will achieve time and again.

‘The best schools understand this. They also understand that it’s not easy, it’s not soft. But it’s the right approach.’

She added: ‘And it shows the value of great teachers.

‘The most important driver of attainment, and essential for building belonging too.’

The curriculum review, led by Professor Becky Francis, is expected to encourage a broader curriculum to be taught, including more music, art, sport and drama.

It comes after 14 years of reforms spearheaded by former Education Secretary Michael Gove, who believed New Labour had ‘dumbed down’ schooling.

His reforms included phonics screening checks in primary schools, more rigorous content throughout, and more emphasis on exams rather than coursework at secondary level.

The Tories also massively expanded the academies system, and put in place tougher performance measures, to increase competition between schools and raise standards.

But Mrs Phillipson said yesterday: ‘We know the current system incentivises some to adopt a competitive rather than a collaborative model, and others to avoid more challenging communities.

‘But that chase for a narrow shadow of excellence, the kind that only succeeds by pushing problems onto others – that ends now.’

She said schools of ‘all types’ must work together in ‘partnership’ to ‘drive a self-improving system’.

Chris McGovern, of the Campaign for Real Education, said: ‘The Education Secretary’s suggestions are simplistic and unhelpful.

‘Nothing succeeds like success and children are generally much happier when they achieve high grades.

‘She seems to be proposing a recipe for dumbing down and for equality of outcome.

‘Instead, she should focus on horses for courses. This means providing a choice of both an academic and a vocational pathway in upper secondary schooling.’