Overview of the Rochford Review Final Report
The Rochford Review Final Report was published on 19th October 2016. nasen provides you with a summary of the recommendations and invites you to give your views on the report in order to inform its response to the pending consultation.
The Rochford Review: final Report, Review of assessment for pupils working below the standard of national curriculum tests, was published on 19th October 2016.
The Report is a summation of the work of the Review group which was established in 2015 by Diane Rochford, executive Head Teacher of a special school in London, at the request of the Minister of State for Schools.
The focus of the group was to identify how progress and attainment could be demonstrated by those children working below the level of the statutory end of Key Stage 1 and 2 tests.
In December 2015, The Rochford Review published interim recommendations and standards, for summer 2016, which were designed to address the assessment needs and the requirement to report on, the attainment of those children that were working below the level of the statutory tests but above P scales.
It is clearly stated in the report that assessment should be used for identifying not only attainment but progress too.
Overview of Recommendations:
The report makes 10 recommendations in total with the points below providing an overview: :
- There should no longer be a statutory requirement to assess pupils using P-scales
- School to school support and collaboration is key in developing an approach to effective assessment
- The 7 aspects of cognition and learning, identified by The Complex Learning Difficulties and Disabilities project, should be used to assess those children that are not ‘engaged in subject-specific learning’. not engaged in subject-specific learning. This data should not be submitted to DfE. For more information about the project see http://complexld.ssatrust.org.uk/project-resources/engagement-profile-scale.html
- Initial Teacher Training and CPD to help ‘teachers to have a greater understanding of assessing pupils working below the standard of national curriculum tests’
The complete list of the recommendations and the full report can be accessed via https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/561411/Rochford_Review_Report_v5_PFDA.pdf
What should you do now?
In a statement released on 20th October, the Secretary of State made it clear that there wouldn’t be any ‘new national tests or assessments introduced before the 2018 to 2019 academic year’ (https://www.gov.uk/government/speeches/primary-education) and so schools should continue to use the pre-key stage interim standards, described above, and P scales for the statutory assessment of pupils working below the standard of the national curriculum tests.
The secretary also announced that there will be a consultation on the recommendations before any changes are made. Therefore you should watch out for the commencement of the consultation in order to be able to contribute and give feedback. nasen will of course keep you updated as to when this consultation is launched.
Making links with other schools from and with whom you can learn through collaboration, as mentioned in the report, is valuable regardless of whether or not the recommendations are accepted.
Upon commencement of the consultation, nasen intends to submit a response on behalf of its members. In order to ensure that we accurately reflect your it would be helpful if you could answer 4 simple questions by clicking here
Guidance - 23 May 2017 Paid Member Only
This resource has questions for school governors or trustees to ask their SENCO and other senior executive leaders about SEND.
Guidance - 19 May 2015
This guidance aims to support early years providers, schools and further education to continue improving their approaches to professional learning in order to maximise the benefit to staff, the children and young people with special educational needs and disabilities they teach. The guidance exemplifies the role of the SENCO as provider or facilitator of CPD for SEN while offering advice on how nasen can support the CPD process, with an emphasis on collaborative learning.
01 May 2015 Paid Member Only
This resource supports the Collaborative Learning for SEN training which is designed to enable SENCOs to help teachers to meet the needs of children and young people with SEN, through a strategic approach to CPD. This is being delivered as a series of free training events for members. For further information download the guidance document which emphasises a collaborative approach at all stages of the planning, implementing and reviewing process.