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Recommendation 6, 7 & 8

The contents of this page are extracted from our 'The Results of B Squared’s “The Rochford Review: Final Report” Customer Questionnaire' that was first published in January 2017. The document can be downloaded in its entirety by clicking here.

6: Initial teacher training (ITT) and continuing professional development (CPD) should reflect the need for staff working in educational settings to have a greater understanding of assessing pupils working below the standard of national curriculum tests, especially those pupils with SEND who are not engaged in subject-specific learning.

7: Where there is demonstrable good practice in schools, those schools should actively share their expertise and practice with other schools and that schools in need of support should actively seek out and create links with schools that can help to support them.

8: Schools work collaboratively to develop an understanding of good practice in assessing pupils working below the standard of national curriculum tests. This work can often be particularly beneficial when it happens across different types of educational setting. Schools should support this work by actively engaging in quality assurance through mechanisms such as school governance and peer review. This will provide appropriate scrutiny and help to support a growing body of evidence and shared understanding of good practice in assessment.

Recommendations 6, 7 and 8 are based on training, development and sharing of good practice. Our findings show that 98% of respondents agreed to all three recommendations.

They stated that there is a need for teachers to have a greater understanding of assessing pupils working below the standard of National Curriculum tests, that good practice should be shared and that schools should work collaboratively and engage in quality assurance to develop an understanding of good practice

We asked our customers how they felt Initial Teacher Training (ITT) and Continuing Professional Development (CPD) should change to meet the recommendations of the Group. The examples below represent either common responses or insightful statements:

  • In depth training on child development & key developmental milestones.
  • ITT should include a school placement in a special school setting.
  • Looking at how to assess pupils with ASD who find communication difficult.
  • ITT - more comprehensive training on the four areas of need. Not enough is understood about the code of practice. CPD - We would need the training in how to assess in a form of moderation (working with other schools).
  • Training on how to implement a non-subject specific curriculum for children working P4 or below would really benefit staff and make them feel a lot more confident with this type of teaching and learning.
  • SEND should be a compulsory part of training. Not just a lecture on SEND - but part of each placement.
  • More practical, hands on approach to assessment during training.
  • Specific training for teachers who wish to work in special education, Bespoke training for teachers working with children who are PMLD (P1-3) and SLD (P4-8).
  • All teachers need to receive SEND training regardless of which school they will later work in.

 

We asked respondents how they will begin to share or seek out expertise and good practice, 69% of respondents said they would work collaboratively to develop an understanding of good practice across different educational settings, 53% stated that they would seek out and create links with those who can help and support them and 44% of respondents said they would actively share their experiences.

We also asked respondents if they think that B Squared should be part of the process of schools sharing experiences and good practice. The majority of respondents (87%) said that B Squared should be involved. We then asked respondents how B Squared could help with this. The examples below represent either common responses or insightful statements:

  • Workshops, blog spaces, online forum and regional conferences.
  • Local events. Case studies, online clips of good practice.
  • Local events which users of B Squared can come together a moderate their work and levels with other users.
  • Through local collaborative meetings and online forums so that national perspectives can be aligned.
  • It's hard to moderate these days it would be good to agree greater consistency for SEN pupils assessment.
  • It would be extremely useful for schools that are similar in phase / need, to be able to share assessment data for moderation and bench marking purposes, therefore B Squared to support in identifying schools which could be partnered, and also begin to use data to develop a system similar to the old Progression Guidance
  • Local school network events and moderation hubs.
  • I think there is great opportunities for B-squared to link local schools/networks together and enable moderation within this network. This is going to be a vital feature of our work in the future.
  • The most effective and easiest way would be for B Squared to identify schools that appear to be the most effective at undertaking assessment; engaging with these schools to support (and check) that their assessment is indeed top-quality; and then helping such schools to share their best practice.
  • Given the differences between special schools in a local area, it is necessary to look beyond county boundaries for partnerships to emerge. B Squared is in a unique position to provide a partner seeking platforms for those school which have the program in place and wish to work together to develop an assessment framework which works with a similar school population.


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