Schools need to ensure the terminology and the language they use to both pupils and parents celebrates progress even if they are not working at the expected standard.
Lorraine Peterson, SEN Consultant and former Chief Executive of nasen
The report from the Commission on Assessment without Levels gave a clear indication of how schools should proceed with their assessment processes post national curriculum levels.
It is pleasing to note that the Commission did highlight children with SEN and gave a recommendation that the government should establish an expert group to look at assessment for pupils who are working below the level of national curriculum tests; a recommendation that has already been actioned by the DfE in their responsewith the establishment of such a group chaired by Diane Rochford, Executive Head Teacher of the John F. Kennedy School in East London. This group is due to report in December.
So, what should schools be doing now to ensure their assessment processes are inclusive and supporting all pupils?
Levels have gone, schools need to move forward and establish an assessment system that works for them - one which celebrates achievement and attainment but more importantly flags up when pupils have not made progress and informs the next stages of teaching and learning.
Follow Lorraine on Twitter @lorrainep1957
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