Category Archives: Leadership

Introducing Dora – our school dog

IMG_8965

Having a school dog is not a new idea – there are many schools now that have school dogs and there is a raft of evidence online that tells of the benefits for both staff and children.

Having a school dog @camberwellpark is not a new idea either – it is something we have talked about on and off for a number of years. I am grateful however to @cherrylkd who having acquired her fabulous trainee therapy dog Doodles, spurred me into action once more  and was very supportive in linking me up with the breeder from where Doodles was born and I was able to get our little superstar puppy Dora.

As it is national pet month, and Dora has been in school for 3 weeks now,  it seems a perfect time to introduce her to a wider audience.

Dora is a miniature labradoodle, and as with Doodles, she has been particularly chosen as a breed as she is hypoallergenic and an intelligent, calm and friendly dog breed. Perfect for being with our children. At the time of writing this blog she is 13 weeks old.

Dora lives with me and travels into school with me each day. She has a crate in my office so that she has a quiet and safe place when she needs it, particularly whilst being a puppy.

IMG_8829

She has a big job ahead of her in school and we have shared information about her role and responsibilities on our website. She is a fully fledged member of staff and even has her own signing in and out to be done 😉

FullSizeRender (5)  2017-04-02-PHOTO-00001348

In order to support the children learn about her we are developing a range of social stories. We will extend these out to a trip to the vets, going to puppy school and other things that Dora gets up to.

IMG_1725   FullSizeRender (4)

We have photos of her dad , mum and one of her sisters so we can do ‘about her family’ for the children.

Dad 2                                  MumDora and her sister

 

 

 

 

 

 

She even has her own schedule in the office so that it can support the children to understand about routines and using their own schedules!

IMG_1728

We also have  a Dora object of reference as well as symbols to go on the children’s schedule when they are going to work with her.

IMG_1724

 

We are obviously managing Dora’s introduction to school very carefully for her sake and for that of the children in order for it to be successful. She is only a puppy yet so has lots to learn. She has started puppy training classes with me now and is doing really well. Once she has completed her basic training the trainer is going to work with me on particular skills as a therapy dog e.g. sitting still in her bed whilst being a reading dog for the children.

She has already proved her value however, she has a pet – gate at my office door and has a regular stream of children looking out for her and saying hello as they pass as well as asking loads of questions, wanting to draw / colour pictures and bring them to her. We have had more than one occasion when our pupils who have multiple learning difficulties have either stopped crying when they have held her, stilled and raised their heads and on another occasion one little girl whose hands are always clasped tight, immediately unfurled her hand , turned her eyes towards Dora and started blinking. On another occasion a year 6 pupil in crisis was able to de-escalate his anger very quickly by coming and telling Dora what had made him angry and then returning to class to continue his learning. Staff too are loving having her around and she is a therapy for them too. Dora doesn’t like anyone being sad and ran and comforted a member of staff who was upset about something from home when sat in my office. Dora cuddles were just what was needed at the time.

IMG_1653

She has visited lots of classes already and has been to assembly and is already the stimulus for lots of classroom work. Sadly,   due to pupil confidentiality I cannot share photos which show the children’s faces however  here is some of the fabulous writing one class has produced this week

IMG_1758 IMG_1755 IMG_1752IMG_1754

So Dora Camberwell – it is early days but you have already proved your worth.

School council are meeting next week to discuss and set out  ‘Dora rules’ – be gentle etc and write a list of things she needs so that classes can research and buy things for her.

She is very much part of the school

Thank you for taking the time to read about her

Mary Isherwood

Advertisements

Measure what you value not value what you measure – our case studies

Some time ago I blogged on the issue of Measure what you value not value what you measure as it is increasingly a topic of discussion with regards to our pupils with SEND – how do we evidence progress in some of the areas we are so proud of for our learners and celebrate their achievement?

This blog focuses on one of the ways which we are doing this which is through Case Studies. I am blogging now as in recent discussions a few colleagues have asked me for information about how we put together what we are describing as a ‘gold standard’ case study – one which is rigorous and clear in evidencing progress. In the spirit of sharing – here is what we do!

At Camberwell Park School we are keen to evidence holistic pupil progress and have discussed and agreed 9 areas we feel are essential areas of learning for our pupils

i.e.

  • Core Subjects
  • Foundation Subjects
  • Mobility
  • Life skills
  • Personal and Social Development ( PSD)
  • Social, Moral, Spiritual and cultural education ( SMSC)
  • Communication
  • Behaviour
  • Characteristics of Learning

In order to demonstrate progress in these areas we have developed a set of case studies which includes a range of evidence sources.

To ensure the same rigour and high expectations are applied to our case studies as are with all other aspects of assessment, we have discussed and agreed what for us is a ‘GOLD STANDARD’ for putting together a case study:

 

  1. Overview of pupil info: Start by giving a very brief overview of the pupil (e.g. age, ethnicity, pupil premium) and their needs (e.g. SLD, Downs syndrome).
  2. Telling the story : The case study must tell the story from start to finish – clarity on the starting point – how was the child presenting? Needs / goals? How did we meet the needs and what were the outcomes?
  3. Easy to read format: The case study should be clear in presentation – use of headers, imagines, bullet points, bold and italicized writing to ensure all information is accessible and clear to the reader. The school logo should be included at the start and the key area of focus from the 9 areas above should be identified.  Arial font, size 12 should be used.
  4. Include real data: The case study should include real data – quantitative and qualitative. Quotes from others e.g parents / carers / members of the multi-agency team and where ever possible the pupils themselves.
  5. Links to evidence documents: Links to evidence documents e.g. end of year reports, EHCplans, video clips should be used. Word documents can be embedded.
  6. Summary A conclusion to draw the case study to a close – what was the overall impact?

 

I am sadly not able to share any completed case studies due to pupil confidentiality  . What I can tell you is that they now form part of a comprehensive both quantitative and qualitative assessment system in school and they have been successful both in terms of process as well as product – the professional dialogue of colleagues working together to write them has been invaluable as well as the amazing product of the completed case studies which very clearly demonstrate progress in all of the areas detailed above.

Hope this information is useful to colleagues

Thanks for reading

Mary

 

 

 

 

 

Visiting Belarus with Chernobyl Children’s Project

I was sorting out some of my files and photo albums at home when I came across a folder where I had recorded a visit to Belarus with members of the team from Chernobyl Children’s project back in 2005. I can’t believe it was over 10 years ago now! The recollection of the visit plus the desire to promote the amazing work done by the team has led me to write this blog.

At the time, I was headteacher of Rodney House School in Manchester and one of the privileges I had was to have developed a relationship with Linda Walker , the National Co-ordinator who had brought several groups of influential dignitaries from Belarus to visit the school and see the work we were doing with our pupils with SEND. This included the person in charge of SEN in the Ministry of Education, groups of staff from children’s homes, the Director from the home for abandoned babies in Gomel including a senior staff responsible for training. There was such a strong will to make positive changes in the area of working with children and young people with SEND and we know it was having an impact because of the letters we received following the visit e.g.

FullSizeRender

“Titania has gone home full of ideas of how they can improve the care and education for children at the abandoned baby home”

I was really honoured when asked by Linda if I would participate in a visit to Belarus to share my expertise. As well as visiting various schools and orphanages I also was to be given the opportunity to speak at an international conference in Minsk , spend a day with members of the early years team visiting children out in the community and participate in interviews for the staff for the Mayflower centre which was to be the established as the first respite care home in Gomel.

IMG_1287

The week was a busy one filled with a range of emotions as you can imagine. I have such admiration for the children, their families, for those that were and still are working so hard to improve things for the children in Belarus – the children with SEND and the children with cancer. The work that the Chernobyl Childrens’s project does is amazing and I would urge you to take a look at their website to find out more about their work and support in what ever way if you can.

I met  and had the chance to spend time with some very special children:

Speaking at the conference in Minsk was an ‘interesting’ experience ! Not least having my presentation simultaneously read in Russian! Things have moved on a lot , it was over 10 years ago, however I faced lots of challenges from the ‘medics’ in the auditorium at the time about the educational value of working with children who had such significant learning difficulties and indeed being taken to see the ‘cot children’ in the orphanages even now brings a lump to my throat.

Like I say though it was over 10 years ago now and such will to change. As a strong advocate for our pupils with SEND and a supporter for  UNCRC Receiving a letter like this says it all and made my day:

FullSizeRender (2)

UNCRC: Article 28. The right to education – ‘after her visit completed work on a new law which entitles all children to an education what ever their level of ability’ #result!

Interviewing for the Mayflower Centre was a blast and how privileged to have a big role in appointing staff for the first respite care home for children and their families!

I had an opportunity to spend lots of time at Rodni Kut which was the first care home established by Chernobyl Children’s project –  I took Rodney House t-shirts out for the children who had moved in to live there. Again, in terms of an honour and privilege – there can be no greater than receiving a letter like this:

FullSizeRender (3)

“Whenever we have brought visitors to your school they have been greatly impressed by the happy atmosphere, the high standard of care and education and the obvious dedication of all the staff. When we created our first home for children with special needs we were trying to think of a suitable name for it. One of our Belarussian friends suggested ‘Rodni Kut’. In Russian this means ‘cosy corner’ but to us it is now ‘Rodney House’ and we hope to model the care and education as much as we can on what you do at your school.”

I have so enjoyed looking back through my file of leaflets, photos, letters and re-living some of the memories. The work of Chernobyl Children’s project still goes on however and I for one will be continuing to support them.

FullSizeRender (1)

 

Thank you for taking the time to read my story. I know what I did was a drop in the ocean to the hard work done by the team at Chernobyl Children’s Project but I’d like to think I did my little bit and I thank Linda and everyone involved for allowing me to be a part of the bigger story.

‘Preparation for the next stage of education’ Supporting pupils with SEND in their transition to high school

Whilst we all accept change is a part of life and change can be a good thing, never the less change can be hard. We all find comfort in things which are familiar and have ways that we prepare ourselves for changes ahead of us.

In the context of school life, transition from primary to secondary school is one of the biggest changes and whilst opening up lots of new  and exciting opportunities, can also provoke anxiety for all pupils. For pupils with SEND, this is particularly the case. It is often in our experience a really difficult time for families too as they worry about their little ones making this next big step.

In this blog I write from our own experience @camberwellpark  school in supporting our pupils and their families through the experience in order to make it as positive and successful as possible.

Whilst this blog is focussed on the change from primary to secondary school, managing change is something we support our pupils with throughout their time in school from day to day changes of time – table  / rooms / activities through to changing to new classes at the end of the year. This can include use of visual schedules, now and next cards, social stories, circle time activities – what ever is relevant, appropriate and useful for individual pupils as like us, all of our pupils respond differently and need different levels and methods of support.

With regards to transition to high school, our positive and collaborative  relationship with @NorthRidgeSch  where most of our pupils move on to is integral to making our pupil’s transition successful. The headteacher or other senior colleague from the school attends the annual reviews for all of our year 5 pupils to start to get to know them and to share information about the school with their parents. She also  welcomes families of year 5 pupils to visit the school. We find families value the opportunities to talk to us about their child’s move to high school as over the years we build a relationship of trust and support, as well as talking to staff from the high school so that they can feel reassured and have any questions they have answered directly.

Whilst the transition plan follows a general format of a programme of visits  for the pupils in year 6 to their high school during the summer term, it is important for us to consider the individual needs of the pupils and where needed offer additional visits / support or indeed recognise for some pupils the programme of visits may be unhelpful in terms of them managing the change. It is our knowledge of the pupils that enables us to work with them in a way which is most helpful to them. We ensure we staff the visits with staff from our school who know the pupils well and who are best placed to share relevant info with high school staff as well as support the pupils on their visits. The visits are gradually increased in length from a short visit with a drink in the community cafe, extended over a period of weeks to include lunch and eventually full days. This is accompanied by relevant work back at own own school in relation to the change – work on feelings as well as practical aspects of the move to the new school.

Pupil voice is very important to us and whilst through our observations of the pupils and informal conversations with them we felt our transition programme was positive and effective, we wanted to investigate this further so we set about doing a pupil questionnaire – completed during year 6 before the move  to high school and repeated during year 7 after the move.

Here is a case study of one of our pupils

Transfer to High School  :  Case study  

M was a Y6 pupil in Summer 2016 who was transferring to Northridge High School in September 2016.

He had been on 7 visits to his new class/school, starting with a one hour visit/tour of the school and finishing with a full day visit. 

M had been asked during the start of his transition visits,  ( Easter 2016 onward) a few simple questions.  Familiar symbols were used to support M understanding the questions. His answers are in bold below written as they were said.

·         How was your first visit to your new school? ‘I liked it and was excited.’

·         What did you like? ‘I like the radio room they had a real microphone and I like the cafe’

·         What did you not like? ‘ I liked everything’

·         Are you worried about anything?  Why? ‘ I am a little bit nervous it will be hard to know where to get the fruit and milk from’

The answers that M gave were then discussed with him, and strategies put into place to further support his anxieties/transition process.

M was then asked some questions in November 2016 once his move to high school was complete.

·         Have you settled into your new school? ‘Yes’

·         What do you really like about your new school? ‘The “cafe, mugger and the football”’

·         Did you have enough visits to Northridge when you were at Camberwell? ‘Yes’

·         Would you have liked some visits to last longer? ‘No ok’

·         Could Camberwell Park have done anything else to help you move to your new school? ‘ “A nufer day”

The responses from M and the other year 6 pupils have been used for us to continue to shape and develop our transition processes for all of the pupils moving on to high school so that we can confidently feel they are effectively prepared for the next stage of education.

We are discussing how we support our pupils to manage changes of all different sorts on @SENexchange at 8 – 8.30 p.m. on Wednesday 14th June 2017. It would be great if you could join us and share your good practice too

 

 

Being an investor in people

It is often said that staff are our greatest resource in school. I couldn’t agree more!

This week we have had a review of our Investors in People award however I am writing this blog post deliberately before we receive the outcome of our assessment as for me, as a strong advocate of being an Investor in People, it is not about the badge of recognition as much as the process and review of the work we do with our staff that enables the accreditation to happen.

What the Investors in People award process does is give you a framework and a system of progression to consider where you are at in 9 key areas of involving staff in the organisation and offers a clear benchmark against other organisations both in education and business. I am sure no – one would argue that the 9 areas outlined by the IIP standard are all equally important. They are: Leading and inspiring people, Living the organisation’s values and behaviours, Empowering and involving people, Managing performance, Recognising and rewarding high performance, Structuring work, Building capacity, Delivering continuous improvement and Creating sustainable success.

The children are at the heart of the school – rightly so – our core purpose is about meeting their holistic needs. The school is more than that though – we are a community – an extended family and in order to achieve what we set out to achieve we want a workforce who is the ‘best they can be’ in terms  of being knowlegeable, skilled, involved, empowered, trusted, resilient, have good health and wellbeing and enjoy their work. In the case of our school, we want a workforce that has all signed up to be PROUD: Passionate, Respectful, Organised, Understanding and Dedicated.  Being PROUD is the stick of rock which runs through everything we do from recruitment and selection of new staff, in all of our policies, through the appraisal system…through everything we do!

As a headteacher I have a clear role together with my leadership team to establish an ethos of aspiration and collaboration based on policies and procedures which enable all of the above things to happen.  It has been interesting when reflecting on where we are at in each area as we prepared for our review this week on how much has changed since we were last assessed 3 years ago. That is how it should be – as a school we do not sit still – everything we do constantly evolves as we are both proactive as well as responsive to changes going on within school, locally as well as nationally.

I am a PROUD headteacher. I am Passionate about supporting my staff team. I Respect that they all have different needs and ways of working. I am Organised in ensuring the systems and structures are in place to support them. I Understand that staff are also human beings who have their own needs / issues / lives outside of school too! I am Dedicated to ensuring the staff team can be the ‘best they can be’ .

Having said that the process is the most important part of being an Investor in People – absolutely right, however, having put in for assessment we clearly are hoping we have achieved the standard! The assessor spent two full days in school talking to individuals and different groups of staff. All staff were invited to complete an IIP  questionnaire. The assessor has also taken away a bank of school based evidence to review including staff, parent and multi-agency questionnaires, minutes of meetings, staff handbook, key policies, the school improvement plan and self evaluation form etc etc etc. He has to match whether the experience of staff he talked to matches what is in the documents we provided. Are we walking the walk as well as talking the talk?!

We have twice previously achieved the Investors in People ‘Gold Award’. Here’s hoping we will retain the Gold standard for the 3rd time! We find out in about a month time when we receive the report.

Of course that won’t be the end of it…there will always be developments we can consider, improvements we can make to ensure our school remains a school to be PROUD of.

Mary Isherwood

Headteacher

 

 

 

 

 

Rochford Review Pop – up conference at Swiss Cottage School #scspopup

The Rochford Review and its implications for our learners with SEND is such a significant landmark for those of us who work in the sector so when news of the conference held at Swiss cottage School came up with the opportunity to listen to Diane Rochford, Barry Carpenter, Richard Aird and others came along – it was too good an opportunity to miss. This blog is a brief summary of key points from the day.

Before I start detail some of the points raised I feel it is important to say my over-riding feeling about the day was one of positivity in the sense that all speakers have a genuine desire  to get this right for the full range of our learners with SEND and are striving to do this in their ongoing work as a group and listening to practitioners such as  those present at the conference yesterday.

Diane Rochford

Diane gave an overview of the work and outcomes of the review panel making it clear that their work and any  assessment process which result  encompasses all sectors of the population. They were also clear that they wanted to focus on ‘stage’ rather than’age’ related expectations meaning that the framework should incorporate and celebrate the achievement  of our learners who do not reach age – related expectations. A framework which acknowledges and measures the uniqueness of learners. She also spoke about the assessment framework being a vehicle to bring together different aspects of SEND strategy including EHCP and Code of Practice .

Diane was clear that there is still work to be done including the thorny issue of accountability – a principle which underpins the work we all do as we are all responsible for the outcomes of our learners, but how exactly this will be done is yet to be developed. Diane also encouraged us all to respond to the DfE consultation on the review and it’s outcomes which is scheduled in the Spring term to help shape what is finally implemented. A question about Ofsted was raised by an attendee and Diane reassured the panel that there was an ongoing dialogue with Ofsted and Mary Rayner HMI is part of the review panel.

Richard Aird OBE

Richard was also part of the Rochford Review group and spoke equally passionately about wanting the best outcomes for our full range of learners. He talked about us being ‘pioneers’ of a new way of working with learners with SEND and acknowledged the heated debates that took part during the work of the panel on different aspects of the review but always with the learner and their outcomes at the heart.

The point of the recommendations for him is all about minimising barriers to learning and achievement. He spoke about changing the culture of teaching , learning and assessment to re-discover the ‘magic of teaching’ with a workforce that is fully turned on and tuned in – CPD for staff at the heart of this so we can share our insight and understanding of our pupils and make assessment come alive. The relationships between the adults in the classroom and the pupils at the core of enabling an engagement and real learning to take place

The ‘labelling’ of children e.g. SLD / PMLD and how this can be unhelpful was discussed for as we know two children with the same label, despite any clinical diagnosis might be v different in terms of teaching and learning. Without engagement he stated, learning won’t happen. Motivators, concepts and skills, practical application and generalisation – ‘no point teaching stuff if you can’t use it!’

In terms of accountability, he spoke of the need for schools to be really clear on their own systems and a belief that peer review is the best way of demonstrating accountability ensuring that ‘no school is an island’

He too encouraged practitioners like us to make our voice heard in the consultation – it is too important to let this opportunity pass us by

Barry Carpenter OBE, CBE

Barry spoke about his desire for an assessment process which acknowledges a child as an active learner rather than sitting on the periphery of the system. Barry spoke about how our school population has changed and will continue to change in terms of complexity of needs and for needing an assessment process which is responsive to the changing needs of our learners. He also spoke about the importance of consideration of the mental health needs  of our learners and how this can have a significant impact on their overall learning outcomes.

The Rochford Review have used and incorporated aspects of the DfE funded Complex Learning Difficulties and Disabilities Research Project within the review recommendations, in particular the Engagement Profile . He also spoke highly of how the Rochford review has built on previous initiatives relating to SEND such as the Green Paper on SEND.

Barry encouraged us to further consider the concept of personalisation and engagement as fundamentals for learning. He talked about how differentiation is not enough…he introduced the ‘meet and greet’ principle in which differentiation allows the learner to ‘meet’ the curriculum but it is personalisation which enables the ‘greet’ the engagement in which learning is most successful- engagement is the glue that ties the student to their targets and that as adults we need to adjust our lens of the 7 areas of engagement  (responsiveness, curiosity, discovery, anticipation, persistence and imagination)  to respond to the child

Workshops

In the afternoon, the 3 workshops for which we were able to attend 2 enabled us to explore some of the issues around the Engagement in more detail

Workshop one – gave a more detailed case study based overview of using the Engagement Profile and scale with our learners who have profound and multiple learning difficulties

Workshop two – allowed us as a group to explore and discuss some of the issues of monitoring and evaluating teaching and learning in the context of the review recommendations

Workshop 3 – focussed on some of the issues of Initial Teacher training in the light of Rochford review recommendations

Finally – Panel interview

The day ended with a panel interview of 4 school leaders ( of which I was pleased to be one) who were asked questions about implications of the review recommendations for their own schools and how they were responding

 

As you would expect, the day raised a number of questions as well as giving more clarity on some aspects of our way forward, however, I share in the belief that this is our opportunity to make a real difference for our learners with SEND and I will certainly be contributing to the consultation. It was an interesting, thought provoking and useful day – thank you to Swiss Cottage School for hosting and for everyone who  presented and  attended for their enthusiasm and engagement.

To P or not to P? That is the question : My response to the Rochford Review final report

So after a long time waiting the Rochford Review final report has been published bringing with it a series of 10 recommendations to be considered for implementation by the DfE (summary on page 7 of the report).

The report and it’s recommendations has been a big topic of conversation  with practitioners on SLD forum and some colleagues have blogged on the report already such as this helpful review from @cherrylkd. I am sure it will be something we will want to chat about on @SENexchange too!

It would be hard to disagree with the underlying  / guiding principles outlined on page 11 of the report – principles which underpin the work we are so passionate about with our learners with SEND. I appreciate however how they are spelled out for us, reminding us of their importance. It is hard to pick out ‘favourites’ from the list of 11  guiding principles however, the ones I highlighted reading through were that ‘every child should be able to demonstrate his / her attainment and progress’, ‘Parents/ carers should receive meaningful information about the achievement/ progress of their child and should be involved appropriately in assessment procedures’, ‘ Curriculum should drive assessment and not the other way round’, ‘It should be possible to assess the application of knowledge, understanding and skills in a range of different contexts’ and ‘The language used to describe the achievements and progress of these pupils should always be positive, inclusive and should be jargon free’.

The central focus of the report and the one we have all been waiting for is the recommendation regarding the future of P levels. We have been grappling with trying to use P levels for summative assessment of our pupil’s progress and this has become increasingly challenging with their mismatch with the revised National Curriculum. The majority of respondents to the review consultation agreed that P levels are no longer fit for purpose and it has been music to my ears to hear recommendations that any future system should acknowledge lateral as well as linear progress made by our pupils. Removing the statutory requirement to assess using P levels (recommendation 1, Pg 13 – 14) is welcomed.  In addition, Recommendation 3 ( Pg 16 – 17)  which  acknowledges the value of achievements in all 4 areas of need. At Camberwell Park School whilst continuing to use P levels as the statutory measure for core subjects, we have invested in developing our enhanced  curriculum ( how aspects such as being a Unicef Rights respecting school add value to our school) and our personalised curriculum ( giving teachers autonomy to be more flexible  in their timetables to respond to individual and small group pupil needs). This is particularly important to my mind when ensuring that we work towards the outcomes outlined in the child’s EHCP – something we are proud to say is embedded into our every day practice as identified in the peer review  we commissioned on this aspect of our work last year. Our holistic assessment therefore includes what for us is a ‘Gold standard case study’ which demonstrates progress in 9 areas: Core subjects, Foundation Subjects, mobility, Life skills, PSD, SMSC, Communication, Behaviour and Characteristics of learning. Our job now is to align these to the 7 area of engagement outlined in recommendation 4 (page 18 – 19 of the report).

I whole –  heartedly agree with the review with the review group members that where ever possible pupils should be included in the mainstream statutory assessment arrangements and as a school we had already adopted the recommendations from the interim review  including using Pre-key stage expectations for pupils working above P8. I also feel lucky that we have a good network with both mainstream and special schools in Manchester and with special schools across Greater Manchester where practitioners from our school moderate assessments / judgements made about pupil progress and attainment.  Recommendations 7 and 8 ( pages 24 / 25) reinforce the need for sharing good practice and quality assurance processes to be rigorous as we move forward in order for our judgements to have any credibility. I would urge mainstream and special schools to forge and strengthen these challenge and support relationships – there is so much we can learn from each other.

At this stage the review findings are recommendations – we await consultation and agreement from the DfE which I understand will be  in early 2017 with a view to implementation in summer 2018. There is clearly lots more work to be done – not least to decide as a school / school sector how we will apply the principles of assessing the 7 indicators of cognition and learning ( page 22) and assess these for pupils not engaging in subject specific learning ( a danger  if we are not careful of replacing one inappropriate linear assessment system with another!) – however – my vote is definitely – not to P! The Rochford review is a step in the right direction so come on DfE – give us the go ahead so we can get on with our work!