UPDATE: We have completed development of our new assessment frameworks Engagement Steps and Progression Steps. Our new frameworks are available now, but we recommend existing customers wait until the government has turned guidance into legislation before upgrading to Progression Steps.

If you would like to give us some feedback or ask questions on how we will move forward with our approach,
please email me at dale@bsquared.co.uk

B Squared and the Rochford Review

In July 2015, the Minister for Schools brought together a review group (“The Group”) headed by Diane Rochford. The Group was tasked with the challenge of identifying the best way to ensure that pupils who have not completed the relevant key stage programmes of study (and are therefore working below the standard of statutory testing arrangements) have the opportunity to demonstrate attainment and progress at primary school.

In December 2015, The Group published their interim recommendations. These provide interim pre-key stage standards for Key Stage 1 and Key Stage 2 for pupils who are working below the standard of statutory testing arrangements.

In October 2016, The Rochford Review released their Final Report. It made 10 recommendations regarding the end of key stage statutory assessment of pupils with SEND. There are 10 recommendations in total. Some are focussed on assessment and others are focused on training, good practice and collaborative working. The recommendations are as follows:

  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 4 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.
  4. A statutory duty to assess pupils not engaged in subject-specific learning against the following 7 aspects of cognition and learning and report this to parents and carers:
  • responsiveness
  • curiosity
  • discovery
  • anticipation
  • persistence
  • initiation
  • investigation
  1. Following recommendation 4, schools should decide their own approach to making these assessments according to the curriculum they use and the needs of their pupils.
  2. Initial teacher training (ITT) and Continuing professional development (CPD) for staff in educational settings should reflect the need for teachers to have a greater understanding of assessing pupils working below the standard of national curriculum tests, including those pupils with SEND who are not engaged in subject-specific learning.
  3. Where there is demonstrable good practice in schools, those schools should actively share their expertise and practice with others. Schools in need of support should actively seek out and create links with those that can help to support them.
  4. Schools should work collaboratively to develop an understanding of good practice in assessing pupils working below the standard of national curriculum tests, particularly across different educational settings. Schools should support this by actively engaging in quality assurance, such as through school governance and peer review.
  5. There should be no requirement to submit assessment data on the 7 areas of cognition and learning to the DfE, but schools must be able to provide evidence to support a dialogue with parents and carers, inspectors, regional schools commissioners, local authorities, school governors and those engaged in peer review to ensure robust and effective accountability.
  6. Further work should be done to consider the best way to support schools with assessing pupils with EAL.

In September 2017 the government released their response to the Rochford Review, setting out the future for statutory assessment for pupils with SEND. The response agreed with the majority of the Review's recommendations. The government have stated schools will no longer use the P Levels for pupils engaged in subject specific learning from September 2018 and that pupils not yet engaged in subject specific learning will continue to use P Levels until September 2019.

 

How has B Squared Adapted its Products?

Since the release of the The Rochford Review: Final Report we have been working on identifying the best approach to meet the needs of schools now and in the future. It is clear from The Report that all schools will be required/recommended to assess pupils with SEND across all four areas. It is currently unclear how in-depth this will be and how much focus will be placed on Communication and Interaction, Social and Emotional and Mental Health and Sensory and/or Physical development for the pupils undertaking subject-specific learning. In November 2016, we invited our customers and the wider SEND community to be involved in our decision-making. We created a questionnaire to find out what professionals felt about the recommendations and how they believed we could support schools to implement the changes required to meet the recommendations of The Report. The responses helped to guide our planning and development. You can read the results of our Questionnaire by clicking here.

We have completed our development of our Engagement Steps assessment framework for students not yet engaged in subject specific learning and this is available now for schools to purchase. We have also completed development on our Cognition and Learning content for our Progression Steps framework for pupils engaged in subject specific learning.We are now waiting on the government to turn their guidance into legislation.

The section below explains how we are changing our assessment frameworks within Connecting Steps in response to the changes.

 

What do Our New Assessment Frameworks Look Like?

The image below links to a document showing how we have updated our SEND formative assessment frameworks based on the Rochford Review's recommendations on statutory assessment. It includes information on the structure, content and how the decisions have been made. The document can be downloaded by clicking here.


*The plans cannot be confirmed until The DfE responds to the "Rochford Review: Final Report" and confirms the direction of statutory assessment for pupils with SEND.

Do you want more information?

Do you want to find out how our assessment frameworks are changing in response to the Rochford Review? We can help to identify what you need to do, what products are right for you and support you in how you will transition to the new frameworks once P Levels have been removed.

Click on the button below to arrange an online meeting to find out what is changing and what this means for your school.



Downloads

Use the links below to download our documents linked to the Rochford Review: