Teaching, learning and assessment

All non-maintained schools (academies and free schools) are required to select an authorised service provider for Key Stage 1 and Key Stage 2 monitoring and moderation activities. As set out in the statutory guidelines, all non-maintained schools are responsible for ensuring agreements are in place and that they comply with the national assessment arrangements as part of their funding agreement. (Please refer to ARA guidelines for key dates).

KS1 assessment support and guidance package (First and Primary Schools)

This includes the following:

• allocation of an authorised provider to oversee monitoring activities and a written local agreement to confirm provider to STA
• email and telephone access to a team of qualified advisers who can give advice relating to the phonics screening check 

Primary assessment support and guidance package (Primary Schools with KS1 and KS2 pupils)

This package is for schools who have pupils in KS1 and KS2 and incorporates both the Key Stage 1 and Key Stage 2 Support and Guidance Packages (as outlined above).

Moderation packages

Should your school be selected for a statutory moderation visit there will be an additional cost.

Key Stage 2 Moderation Package includes:

• an assigned moderator(s) who will visit the school to verify teacher assessment
• a brief report focused on judgements in writing and suggestions for next steps

Maladministration and appeals support

In the event of a school being investigated for maladministration, support can be provided. The nature and scope of the support will need to be discussed with the Statutory Assessment Lead and a package or cost of support agreed.

We offer a range of bespoke assessment and data services and training to meet the needs of school-based staff, governors and groups of schools. Working closely with individuals and groups we can provide flexible solutions to meet identified needs including interpreting school and pupil data and the latest assessment requirements.

Package 1: Evaluation of present assessment systems and recommendations for improvement.

Package 2: Support to enhance the accuracy and consistency of teacher assessment.

Package 3: Workshops for staff and senior leaders on specific strategies and accuracy of assessment.

Package 4: Review and evaluation of assessment systems in partnership with Senior Leadership Team.

Package 5: Support to make best use of performance data to inform self-evaluation.

We can undertake an objective review of your school’s curriculum to evaluate whether it is effectively meeting the learning needs of all pupils in core and foundation subjects.

We can provide a whole school review or a focus on specific areas. The focus of the Curriculum Audit and Review will be agreed with your school and could be either a whole school review or targeted on a specific area of focus.

The review could include:

• analysis of curriculum strengths and areas for development
• interviews with middle leaders regarding curriculum change and transition
• interviews and/or surveys with pupils regarding engagement and challenge in their lessons
• scrutiny of pupils’ work across key stages and curriculum areas
• observations or learning walks in specific curriculum areas
• workshops and/or individual support to curriculum areas on resources to engage and challenge all learner types

Benefits

Whole school, phase and targeted reviews can:

• give senior leaders, governors and subject pr phase leaders confidence and reassurance about the
• quality of the schools’ curriculum and that the curriculum meets government expectations
• support the identification of curriculum priorities and plan how to address them to secure accelerated achievement and greater social mobility
• improve outcomes for pupils through improved levels of engagement and challenge
• create a renewed energy and interest to identified areas of curriculum

Schools can choose from a range of bespoke support visits to improve progress and attainment in specific curriculum subjects and develop pedagogical knowledge and understanding. The focus of the Subject Consultancy will be agreed with your school.

Consultancy may include:

• practical advice and guidance on developing an inclusive curriculum
• supporting curriculum design, planning and assessment
• developing specific teaching and learning strategies to support curriculum delivery
• support to plan for progression and transition
• mentoring subject coordinators and new or non-specialist teachers
• provide ongoing professional development for teachers

Personalised coaching is available to secure professional development for teachers across all phases at any stage in their professional career.

There is strong evidence to suggest that coaching has a positive impact for change in schools. Coaching identifies clear outcomes for the individual, what went well and how to move forward and is a valuable strategy that can help to secure improvements in teaching and learning and develop leaders.

We offer a range of coaching packages. This may include:

• whole school training on ‘Embedding Coaching as a Professional Development Strategy’
• individual coaching in the classroom to secure improvements in teaching and learning. (Good - Outstanding) (Requires Improvement – Good)
• ‘real time’ coaching for teachers in the classroom
• coaching to secure effective Leadership and Management of middle leaders, subject leads or phase leads
• supporting peer coaching in Schools

Package 1: 3-hour whole school training on developing a coaching strategy to support improvements in teaching and learning and sustainable change.

Package 2: Package 1 plus minimum 6 hours of bespoke coaching support to address school need.

Package 3: Bespoke coaching for teachers, individual or pairs. Minimum 6 hours coaching support.

The review evaluates the extent to which your most able pupils are being stretched and challenged in their day-to-day learning, through their curriculum experiences, and in relation to the quality of education provided.

The service can be provided bespoke to a subject, phase, or as a whole-school review.

Support may include all or some of the following:

• a review of the most able pupils’  books and learning portfolios within the subject or phase across the school
• a review of the design, delivery and effectiveness of the curriculum in providing appropriate pathways to secure the most able pupils’ accelerated success
• discussions with the most able pupils
• discussion with the Leaders responsible for the most able pupils’ achievement
• a review of the effectiveness of the deployment and use of pupil premium funding for most able pupils who are eligible for this funding