On 14th May, the DfE published the new Ofsted framework which will apply from September 2019. This framework sets out Ofsted’s inspection principles and summarises the main judgements that inspectors make.
Summary of how the new framework will affect assessment
School’s use of assessment
To avoid the misuse or overuse of assessments, inspectors will evaluate how assessment is used in the school to support the teaching of the curriculum but not substantially increase teachers’ workloads.
Inspectors will look at whether schools’ collections of attainment or progress data are proportionate , represent an efficient use of school resources, and are sustainable for staff.
Schools using more than two or three data collection points a year should have clear reasoning for what interpretations and actions are informed by the frequency of collection.
If a school’s assessment system for data collection is disproportionate, ineffective or unsustainable for staff, inspectors will reflect this in their reporting.
On 4th April 2019, the DfE published a new strategy to develop and embed technology within schools. In the document, Damian Hinds, Secretary of State for Education, stated:
“I believe technology can be an effective tool to help reduce teacher workload, increase efficiencies, engage students and communities, and provide tools to support excellent teaching and raise student attainment.” – Damian Hinds, Secretary of State for Education
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.
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
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.
Between December 2017 and March 2018 the Department for Education and the Department of Health & Social Care held a public consultation on ‘Transforming children and young people’s mental health provision’. The consultation received 2,700 responses and on 25th July 2018 the DfE published a green paper focusing on earlier intervention and prevention in schools.
On the 26th July, the DfE published the latest statistics on pupils with special educational needs (SEN).
1. More pupils with SEN – For the second consecutive year, the proportion of pupils with SEN has risen from 14.4% of pupils (1,244,255) in January 2017 to 14.6% of pupils (1,276,215) in January 2018.
2. More pupils with a statement or Education, Health and Care (EHC) plan – The number of pupils with a statement or EHC plan increased by 11,495 pupils between January 2017 and January 2018. The percentage of pupils with a statement or EHC plan has risen to 2.9% after remaining constant for 10 years (2007-2017). Continue reading →