All parts of the education system have a role to play in reducing the unnecessary tasks that take teachers and school leaders away from their core task: improving outcomes for children. There is no single reason behind excessive workload; however, data management was specifically highlighted as an area for improvement.
The recently published report by the Workload Review Group looks specifically at issues around data management, explaining what the problem is, how it has arisen, and how it can be addressed. It offers a way to make a positive difference.
Following an urgent investigation into the impact of the accidental publication of a live key stage 1 (KS1) grammar, punctuation and spelling test, the Department for Education (DfE) has issued a statement.
As a result of this issue, the DfE has decided to remove the requirement on schools to administer the KS1 grammar, punctuation and spelling test for this year only.
The government have now confirmed that the Reception baseline assessments will not be used as a starting point to measure pupil progress following a comparability study.
Initially introduced as new way of measuring primary schools’ progress, schools were able to choose from 3 providers to suit their wider approach to assessment. The results were intended to be used to measure the progress schools made with their pupils from Reception to the end of KS2.
However, the study concluded that the 3 different assessments are not sufficiently comparable and as a result, the results cannot be used as the baseline for progress measures.