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On 14th May, the DfE published the new Ofsted framework which will apply from September 2019.  This framework sets out Ofsted's inspection principles and summarises the main judgements that inspectors make.

Summary of how the new framework will affect assessment

School's use of assessment

• To avoid the misuse or overuse of assessments, inspectors will evaluate how assessment is used in the school to support the teaching of the curriculum but not substantially increase teachers' workloads.
• Inspectors will look at whether schools' collections of attainment or progress data are proportionate , represent an efficient use of school resources, and are sustainable for staff.
• Schools using more than two or three data collection points a year should have clear reasoning for what interpretations and actions are informed by the frequency of collection.
• If a school's assessment system for data collection is disproportionate, ineffective or unsustainable for staff, inspectors will reflect this in their reporting.

On 4th April 2019, the DfE published a new strategy to develop and embed technology within schools.  In the document, Damian Hinds, Secretary of State for Education, stated:

"I believe technology can be an effective tool to help reduce teacher workload, increase efficiencies, engage students and communities, and provide tools to support excellent teaching and raise student attainment." - Damian Hinds, Secretary of State for Education

On 1st April 2019, the DfE published administration guidance for the multiplication tables check for schools participating in the 2019 national voluntary pilot.

The guidance includes details on:

• how to use the multiplication tables check system
• how to administer the multiplication tables check
• how to use pupil access and other check arrangements

On 15th October 2018, the DfE announced the modification of KS1 teacher assessment frameworks.

Teacher assessment frameworks

• English Reading, mathematics and science frameworks have been modified for use from the 2018/2019 academic year onwards.
• English writing frameworks will remain the same as those introduced for the 2017/2018 academic year.
• The 'pupil can' statements have been refined for clarity to ensure they represent the key aspects of the national curriculum and reflect classroom practice.

On 15th October 2018, the DfE announced the removal of KS2 teacher assessment judgements for English reading and mathematics and revised science teacher assessment frameworks.

Removal of teacher assessment for English reading and mathematics

The DfE state that this change has been made in response to the public consultation on Primary Assessment in 2017, and aims to reduce assessment burdens on schools. Test results in English reading and mathematics will continue to be used in school performance measures.

I believe that proper assessment would reveal that these children have a range of social, emotional and mental health (SEMH) problems that are the real cause of their misbehaviours.

Thanks to Rob Long, educational psychologist and author of SNAP-B, for the following article.

Recently I attended a meeting on school exclusions where clear evidence was presented which highlighted there are certain ‘at risk’ groups that are more likely to be excluded. For me this reinforced the article I had read by J O’Brian in which he suggested that there is a systemic bias in the education system against certain ethnic groups.

With this thought in mind I began to wonder if there is a similar bias to explain why children and young people with special educational needs and disability (SEND) or Educational Health and Care Plan (EHCP) statements are also a vulnerable group to being excluded as the data suggests that they are higher than other non-disabled groups on exclusions.