Section 10: Local authorities
Part B: Assessment arrangements - roles and responsible bodies in implementing the framework Back
Roles and responsibilities
120.Local authorities have a statutory duty to monitor the administration of statutory National Curriculum assessments in line with statutory requirements.
121.Where National Assessments have to be taken on a specified date, local authorities are responsible for monitoring the security of assessment materials in their schools.
122.Local authorities are responsible for ensuring that their Early Years Foundation Stage settings – schools and private, voluntary and independent settings – administer appropriately the Early Years Foundation Stage statutory framework and reporting arrangements. They should ensure that their schools and settings understand and follow requirements.
123.Local authorities have a statutory responsibility for moderating practitioner and teacher assessments, in line with statutory requirements, to secure consistent standards in the judgements. Local authorities will be provided with the necessary statutory information, guidance and training to carry out these duties.
124.Local authorities have a responsibility for collecting key stage 1 and Early Years Foundation Stage profile attainment data from their schools and Early Years Foundation Stage settings, checking the data and then submitting the data to the Department for Education.
125.Local authorities should share information about assessment arrangements provided by responsible bodies within their authority, schools and Early Years Foundation Stage settings to ensure common understanding and consistency.
Evidence and outcomes
Externally developed and implemented assessments
Regulating key activities
Access arrangements
126.Local authorities should be able to demonstrate that they have monitored the use of access arrangements in their schools.
Teacher and practitioner assessments
Outcome evidence for regulation
127.Local authorities should demonstrate to QCDA that:
- procedures are in place in their schools and settings to ensure that teacher and practitioner assessment judgements are consistent and meet national standards
- the assessment judgements are a true reflection of children’s and pupils’ attainment.
- they support and implement, where possible, cross key stage moderation arrangements
- they have efficient procedures in place to ensure that any statutory requirement to collect pupil and children’s attainment data from their schools and settings is accurate before submitting the data to the Department for Education.
< Section 9: Qualifications and Curriculum Development Agency (QCDA) Section 11: Ofsted >
123. Does ‘practitioner assessments’ refer to those teaching diploma courses? If not, does it refer to all teachers? If so, is it intended that all forms of assessment are monitored by LAs (frankly, impossible) or only summative assessment at the end of key stages? How and when will LAs be provided with training to carry out these responsibilities? There have been no KS3 tests for the last two years. I am not aware of any training that has been offered to help LAs monitor the moderation of teacher assessments, which are now the only published measure of attainment at the end of KS3.
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