3 ways to reduce unnecessary workload with standardised tests

Katie_Blainey_standardised_reduce_workloadPublishing Director, Katie Blainey, explores unnecessary workload and how using standardised tests can save you heaps of valuable time!

It may sound unintuitive that an increase in testing can ultimately reduce workload for teachers and increase pupils’ learning, but it is worth considering. Increasingly, primary schools, secondary schools and MATs are adopting standardised tests across the school to support informed teaching and save time. Here are just 3 reasons why…

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Improving Mathematics in Key Stages 2 and 3

Thanks to John Dabell for this article.

Improving Mathematics in Key Stages 2 and 3’ is the latest report from the Education Endowment Foundation (EEF) and presents sharp, intelligent and actionable guidance to support “great maths teaching” in primary and secondary schools.

The guidance is relevant to all pupils but in particular to those children who fall below their expected level of mathematics achievement. The report adopts the premise that it is essential to see maths as a pump rather than a filter in the pipeline of education but this can only be achieved through tapping into what works and is supported by research.

A vital enabler in the strengthening of teaching, learning and assessment is good access to relevant evidence; this report can help guide teachers towards this as its key focus is to promote a culture of evidence-led best practice.

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Applying for access arrangements for GCSE

What are access arrangements?

According to the Joint Council for Qualifications, ‘access arrangements are pre-examination adjustments for candidates based on evidence of need and normal way of working.’ Schools can apply for 25% extra time in GCSE exams by applying for access arrangements, and usually the SENCo and/or the specialist assessor working within the school will process the applications online.

How can you apply for extra time and who is eligible?

In order to award extra time the school must assess the needs of the pupil based on one of the following documents:

  • Statement of Special Educational Needs relating to secondary education, or an Education, Health and Care Plan, which confirms the candidate’s disability; or
  • Assessment carried out no earlier than the start of Year 9 by an assessor confirming a learning difficulty relating to secondary/further education.

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