Recommendation 5 - Progress for Pupils Not Yet Engaging in Subject-Specific Learning
The contents of this page are extracted from our Response to "Rochford Review: Final Report" that was first published in November 2016. The document can be downloaded in its entirety by clicking here.
The previous recommendation was that schools should have a statutory duty to assess pupils not yet engaged in subject-specific learning using the seven aspects of cognition and learning. Recommendation 5 is that schools are free to choose how to make these assessments - to suit their curriculum and their pupil’s needs.
The Report comments that 90% of parents and carers said it is important that their child makes progress in relation to their own needs.
How Does this Affect B Squared?
As I mentioned previously, we will have an assessment framework that covers the seven aspects of cognition and learning. Our framework will not tell teachers how or what to teach but will give teachers a framework to record the interaction and engagement of pupils. This is important when schools are developing their own curriculum. Their assessment system should not limit or dictate their curriculum.
Principles for Assessing the Seven Indicators of Cognition and Learning
Recommendations 3, 4 and 5 all relate to the seven indicators/aspects/aspects of engagement/areas (the Report keeps changing the term, which doesn’t help with the clarity). The Report wants schools to find an approach that suits their needs, but understands that schools may want guidance on how to find this approach. It has included a number of principles that schools need to take into account.
The Report recommends that schools will still need to be aspirational when working with pupils who are working on the seven areas and that progress needs to be monitored. The Report also suggests a strong link to the pupils EHC plan.
The Report talks about appropriate assessment, dialogue with parents and carers and demonstrating the breadth. When working at this developmental level, the most appropriate form of assessment is often photos or videos. Parents or carers can view the evidence and have a meaningful conversation. Having evidence of a similar situation earlier in the year or the year before is a great way of showing progress.
We recognised this shift in ways of assessing a few years ago and started developing Evisense, our evidencing system for schools. Evisense already meets a large number of the key principles set out in the Report and will assist schools in their assessment of pupils working at these levels of engagement.
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