Last year saw significant changes in the way that children are assessed and how pupil progress is monitored.
The biggest shift of the last few years has been the move to stop using the levels system to measure pupil progress. These levels had been in place for a generation and their removal is a step into the unknown compared to the structure they provided.
This has put pressure on schools to make sure that they are accurately measuring pupil progress in a changing political and assessment environment.
This is something that we are working with schools to implement using our customisable assessment and reporting system to ensure that schools have the information they need to accurately monitor pupil progress.
The other significant change has been the introduction fo the new reception Baseline assessment. Although it is not yet a statutory requirement, the majority of schools have opted in.
This is primarily so they get some flexibility in how the progress of children from this measure is defined. For those that opted in pupils are measured on either the results attained or the progress made by the end of Key Stage 1.
For schools that have opted in then when they come on board pupils will solely be judged on what they have attained.
Moving forwards into 2016 we can expect to see more uncertainty and potential changes to the way achievement is monitored and reported within schools.
Already we have seen the announcement of times table testing for pupils as they leave Key Stage 1 and there will be speculation as to other yardsticks of progress the government may wish to measure across different age groups in the future.
At Aspiring Panda we will keep in line with the latest standards and ensure that those using our School Reporting Suite have the tools they need to do the job of teaching moving forward.