Once, twice, three times a failure: time to permanently scrap statutory reception baseline assessment in England?

Abstract

The paper focuses on findings from research that investigated teachers’ and key stakeholders’ perspectives on the use of Reception Baseline Assessment. Data collection was carried out in 2021–2022, which was the year this assessment was introduced into Reception classes in England. In total, 70 teachers and key stakeholders from 47 Local Authorities were surveyed using a mixed methods approach. The findings highlight that most participants considered that the assessment was not beneficial to them and negatively impacted children and practice during the crucial first six weeks of Reception Year. Many participants in the study called to scrap this form of assessment.