Assessment Without Levels Report (NASUWT)

In the midst of a wide consultation over primary assessment, this report sets out the findings of research undertaken by the NASUWT on the impact of the removal of levels from the National Curriculum in England. It also contains a summary of implications of Assessment Without Levels (AWL) for the practice of teachers and school leaders.

Background:

A revised National Curriculum for pupils aged 5-16 in England was introduced in September 2014. The revised National Curriculum is substantially different from previous versions. Most notably, while the use of programmes of study, describing what pupils should be taught, was retained in the new framework, the use of progressive level descriptions to assess pupils’ attainment was discontinued. Under the revised National Curriculum, schools are required to establish an assessment system that enables them to check what pupils have learned, whether they are on track to meet expectations at the end of the Key Stage and to report regularly to parents. Schools have considerable discretion over how they meet this requirement in practice, although they can no longer make use of levels set out in previous versions of the National Curriculum. The removal of National Curriculum levels also had significant implications for statutory end of Key Stage assessment. Previously, levels were used to assess and report pupils’ attainment in external tests and statutory teacher assessment. However, from 2015/16, the results of tests have been assessed using a system of ‘scaled scores’, while teacher assessments are made with reference to a series of ‘interim’ performance frameworks in English, mathematics and science.

Follow this link to the full report.

How are our Schools Financed...?

We recently attended a briefing on school finance by the local authority. While all the information presented is widely available, you have to know where to look and have the inclination to do so! So it was good to have it presented to us in a clear and concise way, particularly in a period of great financial challenge to both schools and local authorities. Funding is allocated and published to each school by a “budget share” which is calculated based on allowable factors set by the DfE. Allowable factors are things like deprivation and English as an additional language. The values and factors used are locally determined and agreed within a 'Schools Forum'. Minutes of recent meetings of this body can be found here: Schools Forum. The case for reform is clear as the current funding system is out of date and based on historic allocations from 2005 - clearly much has changed in the last 10 years. Factor in 150 local authorities making independent decisions and the system is in need of change. For your interest, here are a few of the many acronyms we have to 'master':

ABG – Area Based Grant
AP – Alternative Provision
AWPU – Age Weighted Pupil Unit
DFC – Devolved Formula Capital
DfE – Department for Education
DSG – Dedicated Schools Grant
EAL – English as an Additional Language
EFA – Education Funding Agency
ESG – Education Services Grant
EYSFF – Early Years Single Funding Formula
FSM – Free School Meals
SCC – Southampton City Council
IDACI – Income Deprivation Affecting Children Index
INMSS – Independent & Non-Maintained Special Schools
ISB - Individual Schools Budget
LA – Local Authority
LAC – Looked After Children
LSA – Learning Support Assistant
MFG – Minimum Funding Guarantee
NOR – Number on Roll
PRU – Pupil Referral Unit
SEN – Special Educational Needs
SBUF – School Block Unit Funding

The Learning Spy

David Didau was invited to speak at Southampton University recently as author of several books on education and the Learning Spy blog.
Much of what we do in classrooms is intuitive, steered by what 'feels right', but all too often intuition proves a poor, sometimes treacherous guide. In “What if everything you knew about education was wrong?” David set out the case for questioning many of our most deeply held assumptions about teaching and learning.
While we don't normally 'plug' books, 'What if everything we knew about education was wrong?' is well worth a read and we have added a link to the 'Learning Spy' on the right.

Ministerial Statement on Primary Education

Written ministerial statement by Education Secretary Justine Greening on primary education

This government is committed to building a country that works for everyone and that means having the highest aspirations for all children. But we know that when it comes to their education, if a child starts behind other children, all too often they stay behind. When children leave primary school they should have acquired a firm grasp of the basics of literacy and numeracy. I know that all parents and teachers want this for our children too.

Summer 2016 saw the first pupils taking the new assessments in English and mathematics at the end of primary school. They were set against the new national curriculum which has been benchmarked against what the highest-performing countries around the world are teaching their children. As a result, the new assessments rightly raised the bar on what we expect pupils to have been taught by the age of 11, better preparing them for secondary school and beyond. In the past, although we saw high proportions of children meeting the previous lower standard at the end of primary school, too often it did not translate into good qualifications at the end of secondary school.

Although the new assessments this summer were rightly more challenging, teachers and pupils rose to that challenge. 66% of pupils met or exceeded the new ‘expected standard’ in reading, 70% did so in mathematics and 74% did so in writing.

The pace and scale of these changes has been stretching. Our objective is to make sure that children are ready for the next stage of their education. We know, and Ofsted inspectors understand, that the 2016 assessments and results mark a break with the past and are not comparable with the preceding years. In recognition of this, I am reaffirming the commitment that no more than 6% of primary schools will be below the floor standard in 2016.

It is right that we do more to identify schools where pupils are not fulfilling their potential and 2016 saw a greater emphasis on pupil progress in the accountability system. To take the next step, we are laying regulations around ‘coasting’, so that schools not making enough progress get the focus and support that they need to improve. We expect a small proportion of primary schools to be defined as coasting this year.

Because of the changes to primary assessment, I want to be clear that no decisions on intervention will be made on the basis of the 2016 data alone. Regional Schools Commissioners and local authorities will work together with the current leaders of the small minority of primary schools below the floor or coasting to help and support the schools to move forward in a positive direction.

It is important that we now set out a clear path to a settled system where our collective focus can be on achieving strong educational outcomes for all children. There has been significant change in recent years, but the timeline from this point will bring greater stability, with no new national tests or assessments introduced before the 2018 to 2019 academic year.

As part of this I am setting out steps to improve and simplify assessment arrangements. First, we have worked closely with the profession to improve the guidance for the moderation of teacher assessment. It is important that we have a consistent and reliable approach across England. This new guidance will be accompanied by mandatory training for local authority moderators. Second, the key stage 1 grammar, punctuation and spelling test will remain non-statutory for schools this year, with tests available for teachers to use if they choose. Third, we will not introduce statutory mathematics and reading resits on children’s arrival in year 7. Rather, we will focus on the steps needed to ensure a child catches up lost ground. High-quality resit papers will be made available for teachers to use if they wish, as part of their ongoing assessments. In addition, we will introduce a targeted package of support to make sure that struggling pupils are supported by teachers to catch up in year 7.

Whilst the steps set out above will make improvements in the current academic year, we also need to now set out a longer term, sustainable approach. Early in the new year we will launch a consultation on primary assessment and the implications for accountability. This will cover key issues, including the best starting point to measure the progress that children make in primary school, and the role and operation of teacher assessment. Whilst we take time to consult on assessment arrangements, the Early Years Foundation Stage Profile will remain in place for the 2017 to 2018 academic year.

Last year, the Government commissioned Diane Rochford to lead an expert review into the assessment of pupils working below the standard of the national curriculum tests and to make recommendations that ensure they have the opportunity to demonstrate attainment and progress at primary school. I am grateful for the work of Diane Rochford and her team and we are publishing their report today. Its recommendations will also form part of the consultation.

I look forward to engaging with parents, teachers and unions on these issues in the coming months.

The announcement includes plans for a consultation on primary assessment and its implications for accountability early in the new year.

The consultation will cover key issues, including the best starting point to measure the progress that children make in primary school, and the role and operation of teacher assessment.

Effective Primary Teaching Practice Report 2016

“I hope this report helps everyone in developing their, and others’, teaching as part of our professional duty to ensure we are doing the best we can for all pupils.”
Dame Reena Keeble

The Teaching School Council’s Effective Primary Teaching Practice report was published on 2 November 2016. It provides thought provoking, practical advice to enable teachers and schools to improve their teaching.

Led by ex-primary headteacher Dame Reena Keeble, supported by a group of headteachers, teachers and experts, the report is the culmination of eight months’ work reviewing the evidence, visiting schools and talking to teachers and experts.

The report addresses four elements that contribute to effective practice in effective primary schools:

Strong leadership driven by a clear vision for teaching and learning. Regardless of structure, the most senior leader in a school takes responsibility for leading teaching.
Ongoing development of teachers and teaching focused on pupil outcomes and led by evidence. Planning is purposeful and focused on learning. Teachers’ knowledge of a subject AND how children learn that subject is actively developed, using subject leads and external resources/expertise. Mastery teaching is properly understood, and with careful thought, are used across the curriculum.
Making the most of all their resources: in particular, teachers are helped to use their time on things that make the most difference to pupils. Technology is used where it has a clear pedagogical purpose – and only then.
Making clear choices about their priorities and organisation. Thinking hard about whether setting or streaming helps all pupils to achieve. Being clear on the use and purpose of any homework and how it supports learning objectives. Developing a strong reception year with a structured approach to teaching and planning for focused learning rather than activities.

Inspiring Leadership Conference

The not so sunny banks of central Birmingham's canals saw us attend this year's Inspiring Leadership conference at the ICC. We were inspired by several speakers, not all of whom were from the world of education, and they provided us with much to think about! Some of the best quotes from the conference are below. A favourite is in the picture above - '100 things 1% better' from Humphrey Waters who supported the England Rugby team to World Cup success!

1. Look for the gap in the wave

2. Grown up restless leadership is not a matter of age but of attitude

3. The mountain isn't ready

4. Bureaucracy is terrified of leaving free time in your schedule

5. This conference is all about nourishing the spirit

6. People who have...an unerring ability to go straight to the periphery of a problem

7. Sometimes you need to solve 50 little problems to solve one big problem

8. The higher the stakes, the bigger the instinct to blame

9. In business we touch people's wallets, as teachers you touch their soul

10. Children should go to school with open minds and return home with shiny eyes

Getting Better Never Stops!

There is something hugely satisfying as a school when we hear of the achievements of our ex-pupils. While we don't wish to take any of the credit or claim any responsibility, there is a sense of pride amongst us that one of our own has gone forward and done so well. Recently, we were extremely pleased to hear that Callum has gone on to do so impressively well in Athletics and that another of our ex-pupils, Macy, has just been made Head Girl at Bitterne Park. We're proud of the achievements of all of our pupils and it's really nice to hear about what they're doing now.

School leadership... crises as the norm?

We thought we might share some perspectives on current leadership practices both locally and nationally made by Steve Mumby in a recent presentation to schools in Southampton. He has a interesting take on the acceptance that crises is the norm and that we shouldn't be phased by it! Obviously, this is heavily summarised but we particularly liked this advice for schools:

• Regard crises as the norm and complexity as fun
• A bottomless well of intellectual curiosity
• A complete absence of paranoia and self-pity
• Unwarranted optimism