The Optimus blog

The blog that inspires leaders in the UK education sector

The Optimus blog

The blog that inspires leaders in the UK education sector

Assessment

Damian Moore

'One happy family': rethinking assessment and feedback

The formative assessment of pupils with SEND has always been a central issue at Holy Family School. A disappointing Ofsted judgement provided a catalyst for change. ‘Setting pupils ambitious and yet realistic targets based on a clear and accurate understanding of what they can and need to do to...
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Richard Aird

Insight into the Rochford Review: implementation in schools

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...
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Richard Aird

Insight into the Rochford Review: recommendations and methodologies

A considered review of different assessment methods, along with a recognition of the importance of accountability and equal opportunity, shaped the Review's final report. This is the first post in a three-part series on what the Rochford Review recommendations mean for schools. Follow the links...
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Richard Aird

Insight into the Rochford Review: changing the culture of assessment

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...
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Lisa Griffin

Question time for the DfE: primary assessment

We put the DfE in the hot seat at our recent primary assessment conference and asked the questions you wanted the answers to. Two years on from the assessment reforms in primary schools and we still have grey areas. What will Ofsted judge your pupils’ progress against next year? What will the 2016...
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Simon Yates

SEND assessment: giving up control of lesson observations

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...
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Simon Yates

SEND assessment: facing the firing line

At Chailey Heritage Foundation the staff assess their own progress in achieving pupil outcomes. Now they’re asking parents to rate them too. As described in my previous post, SEND assessment: measuring our progress, not the pupil’s , each learner at my school has their own curriculum –in the form...
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Simon Yates

SEND assessment: measuring our progress, not the pupil’s

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...
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Gareth D Morewood

Access arrangements: an additional exam stress

One of the biggest stresses for SENCos is the assessment and application of access arrangements. What examples of best practice do you have of handling the process? Gareth D Morewood outlines the system at his school. In practice We are fortunate to have a full-time PhD student working in...
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Owen Carter

Towards the core principles of primary assessment

Owen Carter speaks to Michael Tidd about the principles that should underpin a school's approach to assessment. What can pupils do, and what can’t they do? Seems like a pretty simple way of approaching assessment. But the fact is that levels became a shorthand where that question was often obscured...
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