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The UK education system and the way that students progress is assessed tracked and reported is one of the most politically sensitive topics in education.

This is because the way in which students are tracked and measured affects the way that students are taught and how the success of the education system and schools themselves is evaluated.

The last decade has seen renewed focus on the way in which pupil progress is assessed and reported. School tables may have been axed but within the education system teachers have had to adapt to a constantly evolving landscape.

What Fuels Changes In Assessment and Reporting Systems?

Change can be triggered by internal factors such as union or teacher feedback or external triggers such as changes in the political make up of the country or governmental education department.

One of the most recent changes to be announced was the introduction of baseline assessments for primary school children. The aim being to measure where a child is when they enter education and how that compares to progress made by the time they leave.

This change has not been universally popular and has recently been criticised by the media, by MPs and teachers groups. However, regardless of what the current system is, it is important to have the right mechanisms in place to assess, track and report student progress.

The Importance Of Flexibility

One of the advantages that users of the School Reporting Suite have found is that our proprietary software has the ability to adapt to changes in legislation and the national curriculum as well as the bespoke faith curriculums that our software can easily accommodate.

If you would like to know more about how our systems can make the compliance to current reporting standards within your school easier then contact the School Reporting System team for an informal discussion.