Performance Descriptors for Use in Key Stage 1
and Key Stage 2 Statutory Teacher Assessments
for 2015 / 2016
To whom it may concern,
Please find below the response to this consultation from The Communication Trust. We are a
coalition of 50 not-for-profit organisations. Working together, we support everyone who works
with children and young people in England to support their speech, language and communication.
Our work focuses on supporting children and young people who struggle to communicate because
they have speech, language and communication needs (SLCN) as well as supporting all children and
young people to communicate to the best of their ability. The Trust, which is a partner of the
Department for Education, was set up in 2007 by children's charities Afasic and I CAN, with BT and
the Council for Disabled Children.
We have chosen to structure our response as a letter rather than using the response form
because the questions posed in it do not allow us to outline our fundamental problem with the
proposal - that there are no performance descriptors for spoken language. Additionally, we have
considerable concerns about the performance descriptor terms used in other curriculum areas
which refer to or rely on speech, language and communication skills.
The issue and evidence
Lack of inclusion of spoken language performance descriptors
The Government response to the consultation on primary school assessment and accountability1
stated clearly that descriptors on spoken language would be included for Key Stage 1 in autumn
2014. We are therefore extremely disappointed that they have not been included in the proposals
of this current consultation.
We are additionally concerned, as we have outlined in previous consultations on primary
accountability, about the lack of statutory assessment relating to the spoken language programme
of study at the end of Key Stage 2; and consequently the lack of any form of definition around
expected attainment in this crucial area of the curriculum as pupils leave primary school. We would
like to strongly reiterate that robust statutory assessment of children’s spoken language skills at the
end of Key Stages 1 and 2 and effective performance descriptors to outline this attainment, is
crucial.
The Trust therefore considers the lack of spoken language2 performance descriptors to be a major
omission. This has the potential to lead to inconsistent and incomparable teacher assessment of
these crucial skills across local areas and nationally. We are concerned that the lack of performance
descriptors undermines the importance of speech, language and communication skills both in their
own right and as pre-requisites to acquiring literacy skills and supporting learning.
1 Government response to consultation on primary school assessment and accountability
www.gov.uk/government/uploads/system/uploads/attachment_data/file/297595/Primary_Accountability_and_Assessment_Consult
ation_Response.pdf
2 Please note that we use the term ‘spoken language’ to encompass the expressive use of the English language in whatever mode
may be appropriate for pupils whose ability to speak may be limited.
The consultation states that the performance descriptors are ‘closely aligned to the new national
curriculum’. However, the omission of spoken language descriptors clearly highlights that this alignment
has not been effective.
We are additionally concerned that their omission will further compound the challenges for schools
raised by the removal of attainment levels in the national curriculum and the lack of clarity and
specificity within the current programme of study for spoken language. The new national
curriculum for spoken language is broad and requires schools to define their own progression.
Teachers are required to work out appropriate expectations for these skills for children of different
ages, in order to plan content, demonstrate progression and identify children who aren’t making
expected progress in spoken language. We are particularly concerned therefore, that there will be
no benchmarked expectations for teachers around the spoken language elements of the curriculum
at vital stages in pupils’ development. It is absolutely the role of performance descriptors to
support teachers in their work and the lack of content around this vital area is unacceptable.
Overall, the omission of descriptors for spoken language results in a significant challenge to school
accountability processes for pupils’ progress from reception to the end of Key Stage 1 and beyond.
The guidance on the reception baseline is clear that assessments will be required to include content
from the EYFS, of which language and communication is one of the three prime areas. The current
proposal provides no mechanism to ensure schools are accountable for their pupils’ progress in
spoken language or to give an accurate national picture of children’s attainment in spoken language
by the end of Key Stage 1.
As mentioned previously, this is further the case at Key Stage 2, where there is no statutory
assessment for spoken language nor therefore performance descriptors. Progression can only be
evidenced where there are clear guidelines and baselines to measure against; lack of clarity in
spoken language will challenge the expectation on teachers in “making effective and consistent
assessments of their pupils’ attainment”.
Speech, language and communication skills underpin all key subjects in the curriculum and support
for them is essential for all children; for those with SLCN as well as those who are developing
typically. The lack of nationally defined expectations of pupils’ development in spoken language,
will impact on the effectiveness of schools’ identification of children who are not making expected
progress and who may have speech, language and communication needs (SLCN). Major research
shows language impairment as a risk factor for low achievement, with language difficulties an
important factors for predicting attainment on Key Stage 1 and 2 English and Maths national
curriculum tests3. This research is also reflected in outcomes for children who are deaf, who if not
properly supported, are likely to struggle with their educational attainment4.
Speech, language and communication needs (SLCN) are very common. 10% of all children and
young people will have long term SLCN. Language delay is even more prevalent, with more than a
third of children not working securely in communication, language and literacy by the time they
reach the end of the Early Years Foundation Stage. In areas of social deprivation, this number rises
to more than four in ten5.
3
Dockrell, J., Ricketts, J., Palikara, O., Charman, T., and Lindsay, G., (2012) Profiles of need and provision for children with language
impairments and autism spectrum disorders in mainstream schools: A prospective study. Better Communication Research
Programme.
4 Research into oral deaf children aged around 10, reported late 2014 (but not yet published) by Herman, Roy and Kyle (City
University) and funded by the Nuffield foundation, found that around half were ‘poor’ readers and 70% had problems with
vocabulary which the authors expected would have further negative impact in reading as they matured.
5
Ofsted (2012) The report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills: Schools.
However, evidence has consistently shown that many schools and teachers lack confidence and
skills in identifying language levels for all children, including those with SLCN 6. Evidence from Ofsted
highlights issues for trainee teachers in understanding what typical language development looks
like7. Whilst SLCN is currently the most prevalent primary need identified in schools8, there are still
a significant number of pupils whose SLCN are not identified by schools9. It is essential that
children’s SLCN are identified and supported as early as possible and we feel that the lack of
defined performance descriptors at the end of Key Stage 1 will mean that even more children’s
SLCN will go unidentified.
There will be particular challenges for teachers working with lower attaining pupils. Point 14
highlights that teachers will determine whether to assess pupils using P-Scales or performance
descriptors – we are concerned about what teachers will practically do in relation to spoken
language as there are no performance descriptors. We feel there will be real uncertainty for pupils
experiencing difficulties with speech, language and communication skills and for those with SLCN.
This is an unacceptable position for teachers, children and families to be placed in; and we have
considerable concerns over how the attainment of such pupils in spoken language can possibly be
captured effectively and shared meaningfully with parents and families. This is very pertinent now
due to the introduction of a new system of school based SEN support which is part of the SEND
reforms- where it is essential that schools can assess need, identify and put in place support and
track progress toward intended outcomes.
In summary, The Communication Trust believes that not having performance descriptors to support
teacher assessment of spoken language at the end of Key Stage 1 is likely to have significant and
wide ranging effects, including:
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In many cases, teachers will not be able to make an accurate assessment of children’s progress
in this vital area without some defined expectations to judge against. This will lead to a lack of
identification and support for those children who may be falling behind or struggling.
It is well evidenced that children from socially disadvantaged areas are more likely to have
delayed language10 and this means that this group of children will be at an increased risk of
being missed and not given the support they need to catch up with their peers. Mobility
between schools can be a significant issue in these areas, so at least defined expectations at a
key point in time will help transition between the wide range of different progress measures
that schools will have developed, minimising the potential of children’s needs falling through
the net.
There is a significant group of children with SLCN who will need targeted or specialist additional
support to help them access education. The lack of descriptors around spoken language to help
teachers identify these pupils and monitor their progress accurately is of concern.
Schools will be insufficiently accountable for their pupils’ progress in spoken language skills.
Parents may not then receive consistent and accurate information on their child’s strengths and
6
Lindsay G et al, (2012) The Better Communication Research Programme: Improving provision for children and young people with
speech, language and communication needs, Department for Education
7 Ofsted, From training to teaching early language and literacy: The Effectiveness of training to teach language and literacy in primary
schools, (2012) http://www.ofsted.gov.uk/resources/training-teaching-early-language-and-literacy
8
Department of Education, statistics special educational needs (SEN), reviewed 4.9.14
Meschi, E., Micklewright J., Vignoles, A and Lindsay, G. (2012) The transitions between categories of special educational needs of
pupils with Speech, Language and Communication Needs (SLCN) and Autism Spectrum Disorder (ASD) as they progress through the
education system. Better Communication Research Programme.
10 Locke, A., Ginsborg, J. and Peers, I. (2002), Development and disadvantage: implications for the early years and beyond.
International Journal of Language and Communication Disorders, 37, 3–15.
9
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areas of need in spoken language, nor will they value the importance of good spoken language
skills for later school performance.
There will be considerable, specific challenges for teachers working with lower attaining pupils, in
terms of describing, monitoring and reporting progression.
Comment on performance descriptors for other curriculum areas
We feel strongly that terms used within the performance descriptors for other curriculum areas
which refer to or rely on speech, language and communication skills are unhelpful, and will not
effectively describe pupils’ attainment in those areas. For example;
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The distinction between ‘working towards’ and ‘working below’ is not made sufficiently
clear to ensure teachers can use them confidently to indicate a level of progression
intended.
The word ‘mastery’ will be inaccessible and vague to many, including children and their
parents. It’s not a description used more broadly in education reporting and doesn’t
accurately reflect the process of development of language which continues throughout our
lives. For example, understanding new words in reading is something which continually
develops according to the level of abstraction of vocabulary and complexity of context, so
describing children as mastering this aged 7 is not helpful, objective or indeed possible.
We are concerned that the use of the term ‘below national standard’ is a negative way to
describe the attainment, progression and real achievements of any children but particularly
those with special educational needs and is therefore unacceptable. It is also not in keeping
with the spirit of person centred planning, support and review which are at the heart of the
2014 SEND reforms.
Recommendations
As is made clear in the consultation document itself and by Ofsted, “what matters is that schools
can show what their pupils know, understand and can do”. Without clear performance descriptors
to support teacher assessments at the end of Key Stage 1, we feel that this is unachievable.
We firmly believe that to ensure accurate assessment of spoken language skills, and the subsequent
role this has in identifying and supporting those children who are not progressing as expected, it is
absolutely essential that there are clearly defined national performance descriptors as part of
statutory assessment at the end of Key Stage 1. These should also be added to those outlined for
reading, writing, mathematics and science.
We would suggest that the terms used within the performance descriptors for other curriculum
areas are reviewed to ensure that they are understandable, truly reflect progression and are
appropriate for any language skills within the whole national curriculum and for all pupils’ level of
attainment.
We would once again recommend that teacher assessment of spoken language is part of
accountability measures at the end of Key Stage 2 as well as Key Stage 1, and that performance
descriptors are developed for this accordingly. The importance of spoken language skills at
secondary school cannot be over estimated. Evidence of a pupil’s progress in spoken language
should be an important part of the information passed on to their secondary school at this key
transition time and under the current system and new proposals, this does not happen effectively.
Beyond holding schools to account for their pupils’ progression in spoken language, providing
descriptors for this area will also support schools to provide parents with clear and detailed
information about their child’s progress. We know that communication skills are an area of
development that many parents value highly because of the impact they have on children’s
independence and inclusion and this is particularly the case for parents of children with SLCN11. This
is essential both for reassuring parents that their child is progressing well, but also crucially
empowers parents who have concerns about their child’s communication development to work
with the school to investigate these further and put appropriate additional support in place.
As outlined in our response to the consultation on primary accountability, we would be very happy
to share our expertise in children’s speech, language and communication development to work
with the Department to explore what these performance descriptors should look like for spoken
language.
Yours sincerely,
Anne Fox,
Director, The Communication Trust
Email- enquiries@thecommunicationtrust.org.uk Tel- 0207 843 2526
11
Roulstone,S Coad,J Ayre, A Hambly,H & Lindsay, G, 2012 The Better Communication Research Programme: The preferred outcomes
of children with speech, language and communication needs and their parents, Department for Education