The Rochford Review - Government Response
Read a summary of key points from the Government's response to the Rochford Review.
The Rochford Review of statutory assessment arrangements for pupils who are working below the standard of national curriculum tests, led by Diane Rochford, produced recommendations which underwent consultation and the Government have now published their response to them.
The headlines include the removal of P scales in favour of the, currently interim, pre-key stage standards, which will be made permanent and the trial of the use of 7 areas of engagement for assessing cognition and learning for pupils not engaged in subject-specific learning.
Our summary of key points is here
P levels are being removed
The Government will remove the requirement to assess pupils engaged in subject-specific learning using P scales from the 2018 to 2019 academic year onwards; teachers should continue to assess these pupils using P scales in the 2017 to 2018 academic year Pupils who are currently assessed using P scales but are engaged in subject-specific learning (broadly those currently working at P4 to P8), should only be assessed using the pre-key stage standards from the 2018 to 2019 year onwards, once the additional standards proposed by the Review have been introduced.
The interim pre-key stage standards will be made permanent
The interim pre-key stage standards are made permanent and extended to cover all pupils engaged in subject-specific learning. This recommendation will take effect from the 2018 to 2019 academic year onwards.
Revised interim pre-key stage standards for writing for use 2017-2018
However, only pupils that are working at the standard that is currently assessed using the interim pre-key stage standards should be assessed using these pre-key stage standards in 2017 to 2018.
The pre-key stage standards will remain interim for a further year whilst they are reviewed.
This review will also encompass the two additional standards that were proposed by the Review in their final report (‘emerging’ and ‘entry’) to ensure that the standards can cover all pupils engaged in subject-specific learning. These additional standards will be introduced from the 2018 to 2019 academic year onwards. Following the review, the Government will publish final pre-key stage standards, including these additional standards, for use for all pupils who are engaged in subject-specific learning but not working at the standard of national curriculum tests, from the 2018 to 2019 academic year.
Potential peer-to-peer approach for moderation in 2018
In the Government response to the ‘Primary assessment in England’ consultation they have set out their intention to pilot a peer-to-peer approach to moderation in the 2017 to 2018 academic year. They believe that a peer-to-peer approach, where schools work together in local clusters to moderate each other’s work, overseen by an external moderator, could be particularly appropriate for the moderation of pre-key stage standards if piloting indicated that it could be a successful model, as it could encourage collaboration between schools with pupils working below the standard of national curriculum tests, as was recommended by the Rochford Review. Should the initial pilot of a peer-to-peer approach to moderation of national curriculum assessments prove successful, they would intend to trial it for the pre-key stage standards in the 2018 to 2019.
There will be exemplification materials for the final pre-key stage standards from 2018 to support teachers making their professional judgements.
Pupils not engaged in subject-specific learning will continue to be assessed using the P scales until the academic year 2019-2020.
The Review’s recommended approach to assessing pupils not engaged in subject-specific learning (focusing on cognition and learning using the 7 areas of engagement) will be undergo a pilot in 2017-2018, with removal of the P scales not possible until 2019.
Statutory assessment results for pupils not engaged in subject-specific learning will not be collected by the DfE if the outcome of the pilot (above) supports the Review’s recommendation to use the 7 areas of engagement to assess cognition and learning.
The reason for this is it would not be possible to collect nationally-consistent data for pupils not engaged in subject-specific learning. This is because a specific format for reporting would presuppose a specific form of assessment result, which would undermine the freedom to assess against the 7 areas of engagement in a way that is most suited to the needs of individual pupils. Were recommendation 9 to be accepted, schools would have to report that these pupils have not demonstrated evidence at ‘entry to the expected standard’ on the pre-key stage standards, and are therefore being assessed against the 7 areas of engagement for cognition and learning, but would not have to provide any more detailed information about their progress against the areas of engagement. Schools would be held to account in a way that was slightly different. Schools would have to be able to evidence pupil attainment and progress through discussion, including with parents, governors, local authorities, Ofsted and regional schools commissioners.
The other responses include the Government’s commitment to the quality of initial teacher training (ITT) and provision of ongoing professional development, with mention of the work of stakeholder organisations in producing supportive SEND resources for ITT providers and the importance of the 2016 Standard for Teachers’ Professional Development. For pupils with English as an additional language there will be updated guidance produced to support teachers in statutory assessment.
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