The 2019 Education Assesment Framework states that inspectors and those in school should ‘understand the limitations of assessment’; what does this statement mean? Read article…

In the first of a series of pieces about tracking pupils with Special Needs and Disabilities (SEND), we consider stepped assessment and Point In Time assessment from a SEND perspective, particularly for those who might be working at a level below their peers. Read article…

10 years on from the demise of RAISEonline, the monster reports continue to cast a long shadow and influence how school data is presented. Big is best; the more pupil sub-groups the better. But does this tsunami of data really tell us anything, or is it just noise? When it comes to reporting data to key audiences such as governors, should we take a ‘less is more’ approach? Read article…

We are often asked whether there is a connection between the raw scores recorded in the Year 4 Multiplication Tables Check (MTC) and scaled scores recorded two years later in the key stage 2 Maths SATs. One regular question is whether the MTC has any predictive power for KS2 results. The answer for most pupils is no, although those who find maths difficult tend to find times tables difficult too.   Read article…