Rochford Review Final Report: Priorities, timelines and next steps for your school
• Implications of extending the interim pre-key stage standards to cover all pupils engaged in subject-specific learning
• Clarification on the pilot looking into the removal of P scales and assessment against the 7 areas of engagement for cognition and learning
• How to address challenges and concerns surrounding lack of common language and subjectivity
Moving away from a 'one size fits all' approach to assessment:
• Keeping the focus on what we are trying to achieve for our individual learners
• How can we personalise our approach to formative and summative assessment?
• What should we assess to build up the picture of the whole child?
How we use engagement scales to accurately assess non-subject specific learning and functional life skills and evidence outcomes in relation to our school’s curriculum
Gill Robinson OBE, Chief Executive Officer, ICAT (Manchester) and Alison Ley, Director of Teaching School, ICAT (London)
How to develop your curriculum to support the social, emotional and mental health needs of your pupils and use your assessment procedures to evidence progress in these areas
Natalie Packer, Education Consultant
Support your staff through the Rochford Review changes and ensure they can articulate what outstanding progress now looks like to parents and Ofsted
Lunch, networking and exhibition
New for 2018: Our SEND assessment huddle!
Hear elevator pitches from leading assessment providers on how they have adapted their systems in light of Rochford and the benefits to your school
The principles of engagement: How does and should engagement influence inclusion, teaching, learning and assessment in our schools?
Professor Barry Carpenter CBE, OBE, PhD
Learn how to design an assessment programme that fits alongside the extended pre key stage standards to accurately demonstrate both academic and holistic progress in line with your curriculum
Kate Noon and Kate Wood, Dorothy Goodman School
Effective ways to ensure rigorous verification and moderation across local schools: Ensure you are able to benchmark your school’s assessment procedures and combat a lack of standardisation
Vijita Patel, Headteacher, Swiss Cottage School
Ensure your curriculum is always the driver – not assessment: How to rewrite your curriculum and tie in your assessment procedures to support holistic outcomes
Steve Phillips, Deputy Principal, Fountaindale School
Ofsted and assessing SEND progress in 2018/19:
• What does outstanding progress now look like on an individual and whole school scale?
• What does a broad and balanced curriculum look like for pupils engaged in non-subject specific learning?
• What does acceptable verification and moderation look like in light of Rochford?
Jan Martin, SEND Specialist School Improvement Consultant
Effective ways to measure and track the progress of pupils working below age related expectations in a year group: How we demonstrate small steps of progress in both academic and softer outcomes
Paul Harris, CEO, The Tapscott Learning Trust
Easy-to-implement methods to ensure EHCP aspirations are broken down into meaningful targets, that your assessment processes link back to a child’s EHCP and that progress is robustly tracked against these outcomes
Miriam Gulliford, Berkshire Healthcare Foundation Trust
Ensure assessment leads to preparation for adulthood: Effective methods to collect meaningful data on pupil capability, robust accreditation and how to work with vocational pathways and employers
Brandon Mill, Headteacher, Brookfields School and David Maycock, Assistant Head, Addington School
