What are the challenges in assessing pupils working below the expected standard?

Thanks to Lorraine Petersen, Independent Educational Consultant – Former Chief Executive of Nasen, for the following article.

 

Setting the scene

Statutory assessment plays an important role in ensuring that every child is supported to leave primary school prepared to succeed. It is crucial that every school is able to demonstrate every pupil’s personal attainment and progress not just at the end of a key stage but throughout their primary education.

Those pupils who have not completed the relevant programmes of study when they reach the appropriate age for statutory assessments do not have the knowledge and skills to achieve expected standard in the national curriculum tests. This is a diverse group including those with special educational needs and disabilities (SEND), those from disadvantaged backgrounds and those with English as an additional language. Schools have to look for other ways to monitor and celebrate success and progress for this group of pupils.

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Education Select Committee: primary assessment inquiry

Thank you to Deputy Head Michael Tidd for the following article. 

It’s not every day you get invited to the Houses of Parliament – and in fact, I still haven’t been. But I did at least get to go in the posh glass building next door to provide evidence to the Education Select Committee for their inquiry into primary assessment.

Anyone who knows me, or reads what I’ve written, knows that I’ve plenty to say on the topic – but with only an hour, and with MPs in control of the questions, I wasn’t sure I’d have time to say everything I wanted to.

The Select Committee has decided to hold the inquiry after the various headlines and events surrounding primary assessment over the past year, and they started with a very big – and vague – question about the purpose of assessment.

A considerable amount of discussion revolved around how the changes to primary assessment in recent years had affected teaching, learning, the curriculum and, of course, children. I think it’s fair to say that we highlighted a number of concerns in all those respects. Speaking personally, I’m broadly in favour of statutory assessment at the end of Year 6, but with our experiences of the very challenging reading test last year, the hugely frustrating writing assessment framework, and the clear reduction of time spent on science and other foundation subjects it’s clear that the impacts are significant.

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Ten recommendations from the Rochford Review

Thanks to Lorraine Petersen for this article.

After waiting for over six months, the final report from the Rochford Review was published on 19th October, just as many schools were preparing for their half term break.

The Rochford Review was established in July 2015 to review statutory assessment arrangements for pupils working below the standard of national curriculum tests. The interim report, published in December 2015 provided an interim solution for reporting outcomes in 2016. It published the interim pre-key stage standards for those pupils working below the expected standard at the end of key stage 1 and key stage 2. The review team then continued discussions, looking at a longer term solution especially in regards to the future of P Scales.

The final report published in October outlines ten recommendations for those pupils who cannot access statutory assessments as they have not completed the relevant programmes of study when they reach the appropriate chronological age. These recommendations will be part of a wider government consultation on primary assessment that will take place in spring 2017.

The ten recommendations are:

  1. The removal of the statutory requirement to assess pupils using P scales.
  2. The interim pre-key stage standards for pupils working below the standard of national curriculum tests are made permanent and extended to include all pupils engaged in subject-specific learning.
  3. Schools assess pupils’ development in all four areas of need outlined in the SEND Code of Practice, but statutory assessment for pupils who are not engaged in subject-specific learning should be limited to the area of cognition and learning. Continue reading →

Justine Greening releases statement on primary education

Justine Greening has released a statement on primary education which outlines a number of decisions and initiatives that will be taken forward by the Department for Education over this academic year and beyond. Here’s a quick summary of the key information.

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2017 interim frameworks for teacher assessment

Statutory interim frameworks to support teachers in making assessment judgements for each pupil at the end of key stage 1 and key stage 2 in 2017 have been released.

The interim frameworks set out the standard(s) a pupil will be assessed against at the end of each key stage for reading, writing, mathematics and science.

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Guide to the 2016 KS2 national test results

As children reach the end of their final year in key stage 2, their school will be reporting to parents their achievements in the National Curriculum assessments. The results from tests and teacher assessment judgements are made against the same framework for all children in the country. However, every school will also have its own school report format which will offer much more information about children’s successes.

Parents should always consider the statutory results in combination with the school’s other feedback. This guide is intended to help explain the results of the national statutory assessments to parents and carers.

We have worked with Deputy Head teacher Micheal Tidd to produce a handy guide to the 2016 key stage 2 national test results for parents and carers. Continue reading →

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