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Rochford Review
&
Alignment to Quality of Provision
For learners with SEND
Diane Rochford OBE
Rochford Review - Background and timeline
• Asked to chair a review of assessment July 2015
• Original group formed September 2015
• First meeting September 2015
• Interim requirements published December 2015
• Extended time given to 12 April 2016 to consider P scales
• Draft ready 12 April 2016
• Final report published October 2016
Publication Activities
● October 2016 – Rochford Review – the final report
● March ‘17 - Primary SEND assessment
● September ‘17 – Interim Pre Key Stage Standards
● September ‘17 – Rochford Review Recommendations
● May 2018 - Pre Key Stage Standards for 2018/19 for both Key Stage 1 and Key
Stage 2
● Jan ‘18 – Engagement Pilot 1 – Completed July 18
● October 18 Meeting with Minister to discuss next steps.
● January - July ’19 - Engagement Pilot 2
● July ‘19 – Meeting with Minister to discuss next steps
● September 2019 – December ‘19 – Preparation for publication of Engagement.
Challenges in removing P scales
• Adjusting to new arrangements following 20 years of P scales – entrenched in policy and
practice.
• Culture shift of new assessment freedoms – setting targets for individual pupils and
relying on different information to demonstrate progress (e.g. to Ofsted), DfE requiring
less data
• Difficulty setting expectations between key stages
• Loss of ‘common language’ of assessment between schools
• Uncertainty about different commercial products that may try to fill the gaps (just as when
national curriculum levels were removed)
-- Systemic shift in school thinking on Quality First Curriculum
Government Consultation response to the Rochford
Review agreed so that:
● P Scales: no longer fit for purpose - therefore the requirement to assess
pupils using P scales has been removed from P4 upwards from the 2018-19
academic year.
● Interim pre-key stage standards have been made permanent and extended to
cover all pupils engaged in subject specific learning to take place from 2018-
19 academic year.
● Engagement Model will replace assessment for those pupils at P1-P4 from
the academic year 2020- 2021
Rochford Recommendations were to build strands of
expertise and leadership
Empowering school culture, autonomy and pedagogy
Assessment linked to Pedagogy
Learning journey:
Moving focus and understanding
--looking at a different form
of assessment that is linked
to curriculum and pedagogy.
This is only for those pupils
who are our most profound and
complex learners.
Nick Gibb, School Standards Minister said:
● This is a significant milestone in our drive to make sure every child-even those with the
most complex needs-receives the highest standard of education and care.
● We have already introduced EHC plans that are tailored to children. This new approach
to assessment will make sure that individual focused approach is replicated in the
classroom.
● Around 7,000 pupils in primary schools have such complex needs that it would be
inappropriate to measure their attainment in school according to national curriculum
tests.
● The in-depth review, led by Diane Rochford, concluded that P scales did not best serve
these pupils and recommended an assessment approach that instead focuses on
engagement. This was backed by the findings of a pilot that the DfE ran earlier this
year.
● An expert group, led by Diane Rochford, will now refine the approach based on the
findings of the pilot, ready for it to be introduced in all state-funded schools which have
pupils not in subject specific study from 2020.
Rochford Review principles of assessment for pupils not engaged in
subject-specific learning
Statutory assessment should focus on cognition and learning, against the Aspects of
Engagement identified by the CLDD research project, to ensure that these pupils are developing the right concepts and
skills to progress on to subject-specific learning assessed by the pre-key stage standards, if and when they are ready.
The Aspects of Engagement provide a common language and an observational framework for
assessing these learners for the first time, to monitor various ways and to what degree a pupil demonstrates attention,
interest and involvement in new and consolidated learning
Schools should be free to assess pupils against the Aspects of Engagement in a way that best
reflects the needs of the individual pupil and the curriculum that they follow. The needs of this group of pupils
are such that their progression is not always linear, and it is therefore inappropriate to prescribe milestones that should
have been met by a particular age, or to limit assessment information to any specific type outlined in a prescribed model.
Assessment against the Aspects of Engagement should not undermine provision in the other
areas, especially those set out in the SEND Code of Practice, all of which play a crucial role in promoting independence
and quality of life.
The Details:▪ From the two pilot findings report this year - 2019, advice has been
presented to Ministers on whether the Aspects of Engagement should become
the statutory summative assessment at the end of key stages 1 and 2 from
Sept.2020-2021.
▪ Assuming that we do proceed with the report recommendations -- Aspects of
Engagement, we would need to amend legislation in early 2020 to remove
references to P scales
▪ The pilot has shown that we would need to focus on how better we can support
schools to implement the changes, which are both cultural and systemic.
▪ This will need to consider:
what centrally-developed training materials would be useful
what role might other teaching schools and networks play?
Support activities for schools
There will be:
● Engagement Model Guidance for maintained schools, academies, free
schools and local authorities.
● Examples of case studies.
● Video support.
● Funding to role out training for schools from January 2020.
Quality First Curriculum
Quality First Curriculum:
Outcome of the Rochford Review
on
pedagogy
The Engagement Model is the perfect fit for Ofsted’s new education inspection framework.
Particularly in supporting schools to identify, assess and meet needs of pupils who are not engaged in subject-specific
study. This includes assessing whether pupils’ outcomes are improving as a result of the different or additional provision
being made for them cognition and learning physical health and development social, emotional and mental health.
The Engagement Model helps schools to develop and adapt the curriculum so that it is coherently sequenced to all
pupils’ needs, starting points and aspirations for the future. It also helps schools to involve parents, carers and other
professionals and specialist services in deciding how best to support pupils who are not engaged in subject-specific
study.
As detailed in paragraph 309 of Ofsted’s school inspection handbook, Ofsted inspectors will gather and evaluate
evidence about:
● Whether leaders are ambitious for ALL pupils with SEND. how well leaders identify, assess and meet the needs of
pupils with SEND and how well they develop and adapt the curriculum so that it is coherently sequenced
● How well leaders include pupils with SEND in all aspects of school life. How well the school assesses learning and
development of pupils with SEND, and whether pupils’ outcomes are improving as a result of the different or
additional provision being made for them, including outcomes in communication and interaction; cognition and
learning; physical health and development; and social, emotional and mental health.
● How well pupils with SEND are prepared for their next steps in education, employment and training, and their adult
lives, including further/higher education and employment, independent living, participating in society and being as
healthy as possible in adult life.
Engagement and curriculum frameworks
Curriculum needs to
● Provide a wide range of opportunities for
the student to engage in the acquisition of
a new skill or concept in one of the 4 areas
of need.
● To support us to refine our pedagogical
approaches and curriculum matter.
● Ensure that learner disposition is observed
and evaluated – via a process not a fixed
assessment point.
For pupils not yet engaged in
subject-specific leaning, the
Government accepts that
statutory assessment should
focus primarily on cognition
and learning.
It is not about differentiation, it is fundamentally different
What is the purpose of curriculum - SEND
Tyler Model
● Determine the school’s purposes
(and objectives)
● Identify educational experiences
related to purpose
● Organise the experiences
● Evaluate the purposes
All SEND learners with different levels of cognition (0 - 25) are
entitled to a meaningful curriculum pathway and destination
Through all settings:
Mainstream classes and specialist settings:
Palliative/Hospital and Home
Resource Provisions
Attached Units
Residential
Colleges
And all types of need including:
PMLD
SLD
Medical
SEMH
ASD
Multi-sensory impairment
Despite factors affecting context and
organisation / structure including:
Local Authority/funding and admissions
Health-CCG
Social Care
Quality of expertise
Respite providers
Supported Living
Multi-academy trusts.
Learning for Life – For ALL settings:
Providing skills for life outside of the school
campus.
Provision that is either specialist teacher led or
with specialist teacher input.
Senior Leadership is focussed on the
development of all aspects of SEND need
whether with or without EHC Plans.
Capacity to innovate in SEND - Curriculum,
Assessment and Accreditation/Qualifications.
Personalisation not differentiation
Code of Practice SEND 2014
Duty to Cooperate - MDT approach
Developing the curriculum framework – SEND
Intent - Implementation – Impact (2019)As a minimum, a curriculum should provide a basis for planning a course, studying it
empirically and considering the grounds of its justification. It should offer:
● 1. Principle for the selection of content – what is to be learned and taught
● 2. Principles for the development of a teaching strategy – how it is to be learned and taught.
● 3. Principles for the making of decisions about sequence. (could be applied to progression)
● 4. Principles on which to diagnose the strengths and weaknesses of individual students and
differentiate the general principles 1, 2 and 3 above, to meet individual cases.
Stenhouse 1975
Are today's questions about curriculum or quality of teaching?
Is it about permission to move away from the National Curriculum Subjects
Framework?
Is it concerns about how to report on learning and progression outside National
Curriculum subjects?
Understanding of need?
Translation of outcomes from EHC Plans and SEN Support Plans to target setting
and planning for learning?
Do curriculum interventions work?
What are the barriers to delivering a quality curriculum
Curriculum PersonalisationCode of Practice
Ensuring that curriculum offer links to four
core domains
1. Communication
2. Cognition and Learning
3. Physical
Development/Sensory/Medical
4. SEMH
Curriculum linked to quality of teaching and learning
How do we evaluate the elements of teaching
and learning that underpin implementation
of effective curriculum frameworks.
Features of pedagogy
Pace of learning
Environment
Independence
Engagement or Skills
Trans Disciplinary Approach to learners needs
Clarity about Learner Needs/Learner Characteristics
Needs and learning characteristics identified
EHC/SEN Support Plans and other information
Baseline - information about learning - barriers and motivators
Levels of Communication related to cognition
Multi-Disciplinary Team information
Review Action Plan - co production with family and young person
Plan for personalisation within curriculum pathway - domains Communication, Cognition,
Physical/Sensory and Social Emotional.
Engagement and Independence indicators used periodically across curriculum pathway
Multi-Disciplinary Teams
Capture Evidence and Assess
MAPP - Baseline, Assessment and Evaluation
Evidence for Learning - Evidence of learning - MAPP, Engagement or Independence Indicators and
Tags - filter assessment evidence to curriculum domains and links to National Curriculum
Curriculum content: motivation fun and enrichmentDoes the curriculum in your school offer breadth and depth of experience, fun, risk and memorable moments?
Is it sufficiently motivating and meaningful for active engagement in learning? Time-filling /Task-focused activity versus sequencing and contextualisation of skills?
Real life experiences and widening participation with the real world?
Does it meaningfully prepare students to access opportunities after they have left school (age appropriate)?
Is the curriculum powered by experiential learning and engaged fully with culture, creativity and leisure (arts and musicality)?
What is the quality of lived experience (how rich is my interaction with the world)?
How does the curriculum support inclusion which enables equality
of access? School has developed Preparation for Adulthood
Qualifications which meet the profile of their pupils and ensures
ENTITLEMENT and rigorous challenge
High quality and accredited opportunities for vocational learning in
school and off site
Accreditation linked to engagement curriculum for all learners
including the most profound
Key principles
Equality of Access
High quality teaching and learning
The school has in place an effective assessment process with a
developed approach through a quality assured accreditation
system
Dr. Catherine Carroll IoE
(UCL)
Ensuring effective and purposeful Curriculum
through school Self Evaluation
A key focus of the new Ofsted framework will be school leadership of the curriculum:
● Whole school leadership – vision and pedagogy
● Safeguarding (statistically vulnerable group)
● Environment - Health and Safety
● Developing leadership structures around key curriculum areas
● Developing high quality teaching and learning - delivery and dialogue (evaluative)
● Focussed - CPD for all staff
● Systematic organisational frameworks that deliver personalisation and outcomes in the context of
the school (not necessarily attainment)
● How outcomes are accounted for and reported on (feedback and evaluation - not necessarily all
data)
Life Skills – vocational experiences and qualifications/accreditation
(14 – 19 - opportunity to plan from Yr 9 transition review)
● Active citizens
● Participation
● Planning for learning off site
● Opportunities to experience a broader
culture
● Apprenticeship
● Residential experiences
● Work experience/voluntary work
● Enterprise
● Independence
View of the young person and their advocate
or family.
Linked to EHC and SEN Support Plan and
planning for next steps during person centred
review process.
Multidisciplinary approach to commissioning.
Timely assessment
Readiness for next challenge.
Learning for life (the rest of your life)
Curriculum is….
● The total learning experience provided by a school (Kelly)
● A purposeful curriculum should be agreed within the school community in line
with its vision and purpose
● Curriculum has many meanings ..schools should engage fully in thinking
about the purpose and content
● The curriculum defines Why, What, When, Where, How and with Whom to
learn (Braslovsky)
Schools should take up their given permissions to innovate and develop
excellence in their own meaningful curriculum
Curriculum Pathways
SEND School Development and Self Evaluation
School Development Plan
● Whole school leadership
● Safeguarding (statistically vulnerable group)
● Environment - Health and Safety
● Developing leadership structures
● Developing high quality teaching and learning (not covered by ITT)
● CPD and CPD for support staff
● Points of comparison with others
● Systematic organisation framework that delivers personalisation and outcomes (not necessarily attainment)
● How outcomes are accounted for and reported on (feedback and evaluation - not necessarily all data)
Inclusion the dilemma
Is Social Inclusion without robust educational inclusion sufficient?
Do we understand Equality of Access
Are children and young people with SEND included at the cost of educational provision
Inclusion at its worst can be said to be a form of direct discrimination arising from a disability
Ultimately
It is not about differentiation, it is fundamentally different
Thank you
Diane Rochford OBE
Consultative Head Teacher
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