This document summarizes different viewpoints on introducing baseline assessment in early primary school, removing levels, and ensuring progression to secondary education.
It discusses the government's reasons for the changes to focus on giving schools autonomy while seizing assessment ownership. School leaders express concerns about disrupting established systems and the challenges of nearly 17,000 schools developing new approaches independently.
Pearson colleagues provide input, arguing baseline tests can identify early attainment gaps if implemented appropriately, and that progress should be the key measure backed by a threshold. They also suggest broadening measures of secondary readiness.
The author expresses views that changes create burdens for schools and that continuous teacher judgements could provide reliable data with proper support and sampling.
Most able students: key findings and recommendations Ofsted
A presentation to complement the Ofsted report: 'The most able students: an update on progress since June 2013' https://www.gov.uk/government/publications/the-most-able-students-an-update-on-progress-since-june-2013
Ofsted's National Director, Education, Sean Harford’s presentation at the Character Education conference in Lichfield, May 2018. He asks, 'What is character? Can we teach it?'
Presentation by Sean Harford HMI at the TBAP Multi-Academy Trust Teaching School Alliance annual conference on 7 June 2018 about how Ofsted inspects alternative provision (AP).
AP settings are places that provide education for children who can’t go to a mainstream school.
A presentation by Diana Choulerton National Lead Design and Technology at the Better Food Teaching conference, February 2015. http://foodteacherscentre.co.uk/
Most able students: key findings and recommendations Ofsted
A presentation to complement the Ofsted report: 'The most able students: an update on progress since June 2013' https://www.gov.uk/government/publications/the-most-able-students-an-update-on-progress-since-june-2013
Ofsted's National Director, Education, Sean Harford’s presentation at the Character Education conference in Lichfield, May 2018. He asks, 'What is character? Can we teach it?'
Presentation by Sean Harford HMI at the TBAP Multi-Academy Trust Teaching School Alliance annual conference on 7 June 2018 about how Ofsted inspects alternative provision (AP).
AP settings are places that provide education for children who can’t go to a mainstream school.
A presentation by Diana Choulerton National Lead Design and Technology at the Better Food Teaching conference, February 2015. http://foodteacherscentre.co.uk/
Presentation by Cathy Kirby HMI about what will happen during each type of inspection as set out in the common inspection framework (CIF) and the school inspection handbook.
Matthew Brazier at National Association of Virtual School Heads conferenceOfsted
Matthew Brazier, Ofsted specialist adviser in looked after children, gave this presentation about virtual schools at the NAVSH conference on 22 March 2018. In it he discusses challenges facing the sector, Ofsted's definition of "progress" and ILACS inspections.
Presentazione di Lee Nothern del HMI Ostfed del governo britannico relativa al suo intervento al convegno internazionale "Migliorare la scuola" (14-15 Maggio 2015, Napoli), organizzato dall'Indire.
A food and textiles perspective: D&T in secondary schoolsOfsted
Diana Choulerton HMI, National Lead, Design and Technology gave this presentation at 'Inspiring Learning (Food & Textiles)'; an event held by The Food Teachers Centre and the Textiles Skills Academy on Friday 17 June 2016.
A video of the presentation is at: http://www.textilesskillsacademy.co.uk/news/inspiring-learning/
Presentation by HMI John Lucas at the Essex secondary headteachers' meeting on 9 February 2018. Topics covered include inspecting safeguarding and IDSR.
Presentation by Cathy Kirby HMI about what will happen during each type of inspection as set out in the common inspection framework (CIF) and the school inspection handbook.
Matthew Brazier at National Association of Virtual School Heads conferenceOfsted
Matthew Brazier, Ofsted specialist adviser in looked after children, gave this presentation about virtual schools at the NAVSH conference on 22 March 2018. In it he discusses challenges facing the sector, Ofsted's definition of "progress" and ILACS inspections.
Presentazione di Lee Nothern del HMI Ostfed del governo britannico relativa al suo intervento al convegno internazionale "Migliorare la scuola" (14-15 Maggio 2015, Napoli), organizzato dall'Indire.
A food and textiles perspective: D&T in secondary schoolsOfsted
Diana Choulerton HMI, National Lead, Design and Technology gave this presentation at 'Inspiring Learning (Food & Textiles)'; an event held by The Food Teachers Centre and the Textiles Skills Academy on Friday 17 June 2016.
A video of the presentation is at: http://www.textilesskillsacademy.co.uk/news/inspiring-learning/
Presentation by HMI John Lucas at the Essex secondary headteachers' meeting on 9 February 2018. Topics covered include inspecting safeguarding and IDSR.
By Emily Kissner. This presentation guides teachers through the process of teaching text structure. Great for professional development sessions, content area teachers, and new teachers.
Powerful Test-Taking Strategies - Elementary LevelJennifer Jones
If you know me or follow my blog, you know I'm not a fan of worksheet or pages and pages of test-prep material. However, I do believe in setting kids up for success and teaching them strategies to capture all they know on end-of-grade tests. Follow my blog at helloliteracy.blogspot.com
Schools, funding and performance: Lessons from the NSW National Partnerships. On November 18, Professor Stephen Lamb presented at a CESE Seminar on:
• Recent changes in school funding
• Evidence of impact of funding
• Evidence from evaluations of NSW low SES National Partnerships
• Conditions for ensuring success.
Lorna Fitzjohn, Regional Director, West Midlands gave the keynote address at 'Be inspection-ready – not preparing for inspection': a conference by SSAT the schools, students and teachers network on 20 April 2016.
Education inspection framework for governors July 2019Ofsted
Slides accompanying the webinar held in July 2019. Emma Knights, Chief Executive, National Governance Association and Matthew Purves, Deputy Director, Schools, Ofsted, discussed the new education inspection framework and what it means for governors. See the webinar here: https://www.youtube.com/watch?v=UvqA1SFiqOo&feature=youtu.be
National Governors Association West Midlands regional conferenceOfsted
Lorna Fitzjohn HMI, Regional Director, West Midlands, delivered the keynote address at the conference in Birmingham on 19 March 2016.
She covers West Midlands aspects; and governance, mythbusting and the common inspection framework from a nationwide point of view.
INSET delivered to whole school staff to provide a background to Life Without Levels, ignite professional discussion and review potential tracking systems.
Presentation to the Further Education Alliance on 27th Sep. 2017, summarising university access research, full report here http://www.reform.uk/publication/joining-the-elite-how-top-universities-can-enhance-social-mobility/
Presentation of emerging findings to Neon summer symposium 8th June 2017.
Final report http://www.reform.uk/publication/joining-the-elite-how-top-universities-can-enhance-social-mobility/
Presentation to Education Coordinator (EC) Training with 60 ECs from across the country. Focus on careers and enterprise activities, as well as employer engagement with education.
Based on the McKinsey school system improvement framework, this document attempts to share the experiences of Hackney school governors, with a development journey specifically for governors. It is a generic framework to encourage self-reflection, and will only be effective to the extent that governors tailor it to their particular circumstances https://goo.gl/YKaV4n.
Current narratives in HE are moving beyond a narrow focus on securing employment for students to include them developing a wider and more holistic set of 'attributes'. This brief presentation summarises this trend and explore some of the challenges and future trends that may result.
Careers 2020 aims to scope out how young people can best be supported to plan for, and progress into, their futures.
The First Phase of the project, conducted with iCeGs, features an evidence-based review of careers work covering recent history, the current situation, a menu of possible options for schools, and recommendations for how careers work can be strategically integrated across everything schools do, including the curriculum.
The Second Phase surveyed a nationally representative sample of people involved in school-based careers work to explore which careers activities recently took place in schools and which they are planning to deliver in the future.
Please use the #Careers2020 hashtag on Twitter to follow the project.
I recently had the pleasure of presenting at a Pearson conference on e-books about the opportunities and challenges this emergent technology represents.
This presentation covers seven key areas.
1. A little context
2. Caution - emergent technology
3. What are e-books anyway?
4. pro’s & con’s (according to the evidence)
5. e-book features
6. Teaching and learning (new pedagogies)
7. What can you do?
8. What does the future hold for e-books?
Please share your views using the comments function or by getting in touch.
I just had the opportunity of presenting at the inaugural 'World Congress on Access to Post-Secondary Education' in Montreal. It was my first attempt at a synthesis of four projects that the Pearson Think Tank is involved in; on rising tuition fees, school-based careers guidance, university admissions and open education data. In different ways all of these projects explore the 'wicked problem' (complex, evolving and interdependent) of fair access to higher education.
The work highlights three of the common barriers that restrict fair access to higher education;
1) Information asymmetry
2) Unequal distribution of resources
3) Variable and sometimes unequal access
As well as three potential solutions that have been developed over the course of the projects:
1) Deliver truly personalised information and support
2) Develop sustainable local learning ecosystems
3) Make appropriate use of open data
This is an emerging strand of thinking so please do share your feedback.
More from CILIP the library and information association (20)
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
Primary school testing in England - life after levels
1. Tracking progress at Key Stages 1 & 2:
introducing baseline assessment &
removing levels
30th Jan 2014
Westminster Education Forum:
Primary testing, assessment and accountability
- baseline assessment, removing levels, and
progression to secondary education
Louis Coiffait @LouisMMCoiffait
2. Introductions
I’m wearing a number of hats today...
As a school governor
Chair of Governors, Springfield Primary, Hackney
Governor, Primary Advantage federation, Hackney
Secretary, Hackney Association of School Governors (HASGA)
As an education policy researcher
Head of Research
The Pearson Think Tank (thepearsonthinktank.com)
Office of the Chief Education Advisor, Sir Michael Barber
Editor
research.pearson.com
pearsonblueskies.com
3. 6 exam questions
I know you’ll give me a fair assessment…
1.
2.
3.
4.
5.
6.
Will introducing a baseline test in early primary school achieve Govt. aims of tracking
pupil progress across KS1-2, and highlighting areas of concern at an earlier stage?
How well does the Early Years Foundation Stage (EYFS) bring children to a level where
a meaningful baseline measure can be established?
How often should schools assess pupils between reception and Key Stage 2 to track
performance and progress during Key Stages, and what form should such
assessments take?
How will the removal of the national system of levels and level descriptors from 2016
affect the ongoing assessment and reporting of pupils’ attainment?
As schools gain the freedom to develop their own approaches to assessing and
reporting pupils’ progress, what are the challenges around providing meaningful and
clear information to parents, secondary schools, Ofsted, and other stakeholders?
What support is needed to help schools develop these systems; what steps can be
taken to minimise variation in teacher-led assessment? What oversight should exist
for schools’ ongoing assessment of pupils?
But I may still need to phone a friend… or two
4. Different viewpoints on the issues…
The views of government
Three principle reasons given for the changes;
Removing the previous ‘overly prescriptive’ approach
Gives schools autonomy to personalise their assessment approach
An opportunity for the profession to seize ownership of
(some formative) assessment
5. Different viewpoints on the issues…
The views of school leaders
It wasn’t broken so why ‘fix’ it?
Schools (and all other stakeholders) have spent years embedding
and refining the current system.
Pupils use levels and assessments to set their own targets.
Further ongoing development would have been more helpful,
instead of wiping everything, offering no alternative, and leaving
schools empty handed.
Nearly 17,000 primaries have to ‘invent’ different systems; may be
better, similar or worse… and consistency is important
6 questions all very real concerns, little clarity or support from Govt.
6. Different viewpoints on the issues…
The views of colleagues at Pearson
The experts in curriculum, resources and assessment.
Three key responses to the recent consultation on these issues:
1) Set the baseline at entry to primary school
Fully recognise implementation challenges, but can be overcome.
Tests must be appropriate, good examples exist, to improve further.
Tests from different providers should be comparable and rigorous.
Being summer-born needs to be controlled for.
Would identify attainment gaps early, encouraging intervention.
7. Different viewpoints on the issues…
The views of colleagues at Pearson
Provide useful formative assessment, to help teachers understand
in detail where children are ‘starting from’.
Helps show the value added by the school during KS1.
But important to avoid ‘labelling’
inappropriate to share individual results
to parents or even teachers.
Tension between individual progress
and overall school accountability.
children
e.g.
may
be
8. Different viewpoints on the issues…
The views of colleagues at Pearson
2) Progress as the key measure, backed by a threshold measure
Current proposals are for schools to first be judged on a threshold
measure (85% of pupils meet secondary-ready standard) and only if
they fail to meet that target (e.g. due to a challenging intake) will a
progress measure then be taken into account in order to determine if
the school meets the floor standard.
This is problematic.
A focus on threshold measures alone
encourages ‘teaching to the test’, a focus on
‘borderline’ pupils, and disenfranchisement/
de-motivation of the many learners who will
struggle to even get near such a high bar
9. Different viewpoints on the issues…
The views of colleagues at Pearson
The desired results can be achieved, and risks diminished, by a
‘dual floor target mechanism’, retaining threshold attainment
measure alongside progress-based measure, with latter taking
precedence.
The key measure of school performance should be equally adept at
exposing ‘coasting’ schools with high ability intakes as at
recognising high performing schools with challenging intakes. Only
looking at progress in schools that don’t meet threshold targets
risks insufficient focus on the value added by all schools.
Progress should not be viewed as a safety-net
or an ‘excuse’ for schools with difficult intakes,
but as the basic marker of how well all
schools are doing their job.
10. Different viewpoints on the issues…
The views of colleagues at Pearson
3) Develop a broader measure of ‘secondary readiness’
Strong English and maths key to success at secondary and beyond.
But it would be valuable to find a way of reflecting the broader
primary curriculum, as well as the attitudinal skills research has
found to be vital to making progress. Any measure of secondary
readiness should reflect this rounded view.
Current work on ‘Pearson ladders of progress’ in English, maths and
science to offer schools an alternative framework to levels.
Planning further work with CentreForum to develop other solutions.
11. Different viewpoints on the issues…
The views of colleagues at Pearson
Recent Pearson research with teachers:
Most important to assess
skills
48%
behaviour
46%
knowledge
13%
Most valued behaviours
manage own behaviour
follow instructions
respecting others
82%
61%
61%
Most valued skills
organisation
independent learning
communication skills
listening
Most valued knowledge
good Level 4 in English
breadth of knowledge
good Level 4 in maths
84%
81%
79%
53%
48%
48%
47%
12. Different viewpoints on the issues…
My own view (wearing policy researcher hat)
Yet another big sweeping change, creates further burdens on
schools, important that sufficient time, guidance and support is
provided
There is still a pernicious lack of trust in continuous teacher-based
judgements – yet it produces more data and if done right, with
appropriate sampling, could actually be more statistically reliable.
New approach could make national standard setting more difficult…
13. Different viewpoints on the issues…
My own view (wearing school governor hat)
Importance of in-year, almost real-time, progress data, rather
than retrospective data, or occasional Ofsted judgements.
GBs need the skills and confidence to interrogate that data,
without needing to rely on the SMT.
No small ask, a steep learning curve, requires strong data literacy,
to ask the right questions, to make appropriate use of it.
Agree with current focus on professionalising Governors, but with
two important caveats:
don’t lose sight of why people volunteer, it’s about local
community involvement
and again we need proper support to improve and adapt
to these changes – and that takes time and money.