In the final part of his blog series, review group member Richard Aird outlines the steps schools should take to implement the headline recommendations and help pupils achieve better outcomes. This is the first post in a three-part series on what the Rochford Review recommendations mean for schools...

As a member of the Rochford Review group, Richard Aird OBE explains why a much-needed change to statutory assessment is the focus of the review's interim report. This is the first post in a three-part series on what the Rochford Review recommendations mean for schools. Follow the links below to...

Lessons at a special school can involve at least 7 activities happening at once. Simon Yates explains why this has encouraged Chailey Heritage Foundation to change how they monitor the quality of teaching. In my previous blogs on SEND assessment, measuring our progress, not the pupil’s and facing...

A learner driven, fluid and inclusive assessment model: is such a thing possible? Simon Yates, headteacher at the Chailey Heritage Foundation thinks it is. I am headteacher of a charity-run special school for children and young people with severe and complex medical, physical difficulties, with a...