Building the right foundations
Hilary Fine, our Head of Product, writes about the findings of our two YouGov polls showing what teachers and parents think about the narrowing of the National Curriculum.
Measuring progress across a MAT
Organising a MAT of 30, quite disparate, primary academies is no mean feat. There was a real need for rigour and for quality assessment, and for standardising our practice. This was non-negotiable for us as a MAT.
Reliability in a world without levels
As Ofsted's report on 'Key Stage 3: the wasted years' said, 'The importance of a good start to a pupil's secondary school education cannot be overemphasised'. We couldn't agree more.' Here, Andy Daly, Principal of Swavesey Village College, explains how they introduced standardised tests following the removal of national curriculum levels.
Demystifying standardised scores
So you’ve bought the assessments and planned how to deliver them, but what are the results going to show you and what does it mean? Mark Loveday from Chadsgrove Teaching School Alliance offers some useful guidance.
GL Assessment welcomes the External Review of Testing
GL Assessment shares the goals that underpin the External Review – raising standards and narrowing attainment gaps.
Why do we all need to spell the same way?
While some may question such a strong focus on spelling in the National Curriculum, a child who is a good speller will be a more confident writer and will be able to express themselves better in all of their subjects.
When things just don’t add up
A valuable lesson about not accepting average performance and why you should triangulate data
At Hinchingbrooke School in Huntingdon, Cambridgeshire, Year 6 students participating in their induction from feeder primary schools in July take the New Group Reading Test (NGRT) in preparation for their arrival in September.
