The NFER blog

Evidence for excellence in education


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Is baseline really so bad?

By Catherine Kirkup

Consider two scenarios. In the first, a reception practitioner (teacher or teaching assistant) takes children aside one by one to listen to them ‘read’. For some children this means seeing if they understand that print conveys meaning, if they can point to the words on the page and understand that they relate to the pictures alongside, or if the book engages them. For other children, further ahead in their reading development, the practitioner considers which letters or words they can recognise or sound out, or their interest in and level of understanding of what they are reading. Continue reading


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Why language skills must be a key feature of any Reception Baseline Assessment

By Diane King

The new Reception Baseline Assessment is essentially an accountability measure but, at NFER, we believe that it can also be a useful tool for teachers to identify children who may benefit from extra support.  In these early years, it is particularly important to ensure that children have good language skills so that they can access the curriculum and make good progress throughout the rest of their school years. Continue reading


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Is baseline assessment really ‘invalid and harmful’?

By Marian Sainsbury, assessment expert, former Primary teacher, and NFER research associate

As the new baseline assessment policy develops, opinions are quickly polarising. The Department for Education (DfE) is introducing this assessment from September. Baseline assessment will take place in the first six weeks of children starting school and provides a score for measuring a pupil’s progress from the beginning to the end of primary school and beyond. Continue reading