The document discusses findings from research conducted by LKMco and Pearson on supporting young people's transition to adulthood. It describes a two phase research process and some emerging themes from the research such as age-related expectations, qualifications, common language used, and the role of parents. The document promotes learning more about the research findings by visiting the LKMco website, signing up for their newsletter, listening to their podcast, or contacting them directly.
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ResearchSEND- Testing the Water - 18.11.2017
1. “Society should ensure that all children and young people receive the support they need in order to make a fulfilling transition to adulthood”
info@lkmco.org - +44(0)7793 370459 - @LKMco – www.lkmco.org.uk
Findings from LKMco and Pearson’s
Testing the Water Research.
@willmillard1 @LKMco will@lkmco.org
2. “Society should ensure that all children and young people receive the support they need in order to make a fulfilling transition to adulthood”
info@lkmco.org - +44(0)7793 370459 - @LKMco – www.lkmco.org.uk
Phase One
3. “Society should ensure that all children and young people receive the support they need in order to make a fulfilling transition to adulthood”
info@lkmco.org - +44(0)7793 370459 - @LKMco – www.lkmco.org.uk
Phase Two
4. “Society should ensure that all children and young people receive the support they need in order to make a fulfilling transition to adulthood”
info@lkmco.org - +44(0)7793 370459 - @LKMco – www.lkmco.org.uk
Some emergent themes
5. “Society should ensure that all children and young people receive the support they need in order to make a fulfilling transition to adulthood”
info@lkmco.org - +44(0)7793 370459 - @LKMco – www.lkmco.org.uk
The publication of data
6. “Society should ensure that all children and young people receive the support they need in order to make a fulfilling transition to adulthood”
info@lkmco.org - +44(0)7793 370459 - @LKMco – www.lkmco.org.uk
Age-related expectations
7. “Society should ensure that all children and young people receive the support they need in order to make a fulfilling transition to adulthood”
info@lkmco.org - +44(0)7793 370459 - @LKMco – www.lkmco.org.uk
Qualifications
8. “Society should ensure that all children and young people receive the support they need in order to make a fulfilling transition to adulthood”
info@lkmco.org - +44(0)7793 370459 - @LKMco – www.lkmco.org.uk
Commonality of language
9. “Society should ensure that all children and young people receive the support they need in order to make a fulfilling transition to adulthood”
info@lkmco.org - +44(0)7793 370459 - @LKMco – www.lkmco.org.uk
Boxes (and ticking)
10. “Society should ensure that all children and young people receive the support they need in order to make a fulfilling transition to adulthood”
info@lkmco.org - +44(0)7793 370459 - @LKMco – www.lkmco.org.uk
Moderation
11. “Society should ensure that all children and young people receive the support they need in order to make a fulfilling transition to adulthood”
info@lkmco.org - +44(0)7793 370459 - @LKMco – www.lkmco.org.uk
Parents
12. “Society should ensure that all children and young people receive the support they need in order to make a fulfilling transition to adulthood”
info@lkmco.org - +44(0)7793 370459 - @LKMco – www.lkmco.org.uk
Questions:
1. “Classroom assessments are often for someone else’s
benefit, not the teacher or pupil’s.”
2. “Too often, one classroom assessment performs more than
one function.”
3. “All parents want are numbers.”
4. “It is not possible to compare one teacher’s judgements
with another’s accurately, so there’s no point trying.”
5. “We should scrap tracking and reporting pupils’ progress as
these processes are responsible for teachers’ high
workloads.”
6. “We should protect our pupils from any forms of stress
whatsoever.”
13. “Society should ensure that all children and young people receive the support they need in order to make a fulfilling transition to adulthood”
info@lkmco.org - +44(0)7793 370459 - @LKMco – www.lkmco.org.uk
Find out more about our research by:
• Visiting www.lkmco.org
• Signing up for our newsletter
• Listening to our podcast
• Getting in touch!
@willmillard1 @LKMco
will@lkmco.org info@lkmco.org
Editor's Notes
Consultation launched in December 2016.
We are exploring perceptions of and attitudes towards assessment among teachers, school leaders, governors, parents and pupils.
By ‘assessment’, we mean impromptu formative verbal feedback in lessons, through to A-level exams, and everything in between.
We are not looking at the assessment of special educational needs and disability specifically.
Rationale
Assessment, testing and exams are perceived by teachers and parents alike to be one of the top issues facing the education sector.
For teachers and school leaders assessment is the second most pressing concern facing education, behind workload (although assessment, of course, also affects workload).,
For parents, only funding cuts to schools are a bigger issue.
Our motivation is therefore twofold: to better understand perceptions and attitudes towards assessment, and then to make a constructive case regarding next steps.
In today’s session
I will talk you through the approach we have taken to this research.
I will draw out general findings, before focusing on findings affecting the assessment of children with forms of SEND.
Phase 1 ran between December and May. It sought to unpack
We ran 17 workshops around the country, speaking to over 150 people as part of this process.
During this phase we also ran an online consultation.
The second phase of the project is running from the publication of the interim report to the end of this year.
Expert interviews
Case studies
National polling
Online consultation
Full report will be published on 30th November.
Practitioners in special schools can often feel the publication of performance data is unhelpful.
However, they also only want the best for their pupils and are not accepting of lowered expectations.
The reformed curriculum is based – very reasonably – on age-related expectations.
However, how do pupils who are not accessing the National Curriculum demonstrate what they can do?
Statutory assessments set age-related expectations.
Schools are incentivised to pick certain qualifications over others.
To what extent are students’ needs at the centre of these decisions?
Requirement to assess pupils not engaged in subject-specific learning using P levels will be removed in 2018/19.
We heard ambivalence regarding this:
The P scales provide a useful common language with which to describe pupils’ capabilities.
However, in some cases the P scales can become the curriculum, which is entirely inappropriate.
Both mainstream and special schools can expend a lot of time and energy collecting data for reporting and accountability purposes.
What is the quality of this data?
Who is it for?
To what extent does it provide teachers with information they can use to inform their teaching?
What impact is this having on teachers’ workloads?
The emphasis on collecting tracking data can divert teachers from conducting other forms of assessment that would be more beneficial for learning.
Ensuring teachers’ judgements within a school are consistent is challenging, and even more so between schools.
LA moderation is one way of working towards greater consistency, although we heard concerns about its effectiveness.
Parents can feel isolated and dis-empowered by academic assessment (and by assessments for SEND).
Assessment and performance data can be unhelpful or confusing.
There may be a disconnect between what school leaders believe parents want, and what parents say they want from assessment.
Some teachers believe parents feel certain forms of assessment are more rigorous and valid than others.
