After talking and listening to teachers, like you, about how we can help to make your life a little easier whilst providing insightful performance and progress data and familiarising pupils with the SATs, we are very pleased to launch NTS Assessments: our brand new termly, standardised, National Test-style progress tests for Years 1 to 6. As excitement builds for NTS Assessments (National Test-style Standardised Assessments), many of you are asking about the differences between these new papers and our popular existing standardised tests: PiRA and PUMA. We’ve written this article to help answer your questions. Continue reading →
On 25th February 2019, the DfE announced that from September 2020 all Primary and Secondary school children will be taught about mental wellbeing – with a clear focus on the link between physical and mental health.
To ensure a whole school approach to mental health and wellbeing is being taken, the DfE is offering funding training for senior mental health leads.
We are pleased to announce our new partnership with Groupcall Analytics, which will benefit GAPS, PiRA and PUMA customers using MARK, our free online assessment and reporting tool. This partnership with Groupcall Analytics will provide our customers with a time-saving solution for MIS data integration, providing increased options for enhanced data analysis.
Thanks to Ruth Duckworth, Year 6 teacher and Writing Lead, and Kate Sanghera, Year 6 teacher and Science lead, from Christchurch CE Primary School for the following article.
Some assessments focusing on pupils’ ability to ‘speak and listen’ effectively have diminished recently – especially with the reduction in teacher assessments required to be reported at the end of key stage two. This should not mean, however, that we begin to lose sight of the valuable contribution which paired oral language opportunities, work tasks and challenges, as well as peer assessments can make in both consolidating and moving on children’s learning. The benefits of mixed-ability paired groupings can be particularly effective for all learners.
On 16th January 2019, the DfE launched a consultation on proposals on how Ofsted inspects schools to take effect from September 2019. The new framework proposes to rebalance inspections to ensure children are receiving a rich and broad curriculum at every stage of their education from early years to higher education.
- revised framework to focus inspections on what children learn through the curriculum, rather than over-reliance on performance data
- proposals will call time on the culture of ‘teaching to the test’
- introduction of a new behaviour judgement to give parents reassurance that behaviour is good
Our standardised tests for primary schools
Our standardised tests, PiRA and PUMA, are a key component of many primary school improvement strategies, helping key stakeholders to track pupils’ in-year progress and benchmark against age-related expectations.
From Katie Blainey, Publishing Director, RS Assessment from Hodder Education
On 15th October 2018, the DfE announced the modification of KS1 teacher assessment frameworks.
Teacher assessment frameworks
- English Reading, mathematics and science frameworks have been modified for use from the 2018/2019 academic year onwards.
- English writing frameworks will remain the same as those introduced for the 2017/2018 academic year.
- The ‘pupil can’ statements have been refined for clarity to ensure they represent the key aspects of the national curriculum and reflect classroom practice.
On 15th October 2018, the DfE announced the removal of KS2 teacher assessment judgements for English reading and mathematics and revised science teacher assessment frameworks.
Removal of teacher assessment for English reading and mathematics
The DfE state that this change has been made in response to the public consultation on Primary Assessment in 2017, and aims to reduce assessment burdens on schools. Test results in English reading and mathematics will continue to be used in school performance measures.
I believe that proper assessment would reveal that these children have a range of social, emotional and mental health (SEMH) problems that are the real cause of their misbehaviours.
Thanks to Rob Long, educational psychologist and author of SNAP-B, for the following article.
Recently I attended a meeting on school exclusions where clear evidence was presented which highlighted there are certain ‘at risk’ groups that are more likely to be excluded. For me this reinforced the article I had read by J O’Brian in which he suggested that there is a systemic bias in the education system against certain ethnic groups.
With this thought in mind I began to wonder if there is a similar bias to explain why children and young people with special educational needs and disability (SEND) or Educational Health and Care Plan (EHCP) statements are also a vulnerable group to being excluded as the data suggests that they are higher than other non-disabled groups on exclusions.