Obviously, we're all aware now of the distinction between assessment of pupils for their own progression and the evaluation of how a school does at certain points in its life cycle as well. Presumably, the way you're looking at this is to keep these items completely separate, and that evaluation and assessment proposals will be—. They're out in a separate document; their results are going to be coming forward in a separate document—is that right? There's a thick black line between these two concepts.
Yes, absolutely. I think some of the trouble that we've got ourselves in previously is because there has not been a clear distinction between assessment and accountability, and, when you start using assessment for accountability purposes, that's when, potentially, that assessment process gets corrupted and you have gaming.
Can I ask, with the assessments, though, which is about pupil progression, will those results be published internally? Will parents get to see those?
Oh, yes. And that should be the purpose for assessment. The primary purpose for assessment is for that professional to be able to know how to move that child's educational journey on, and you would absolutely expect professionals to have those conversations with parents, whether they're using formative methods of assessment or summative methods of assessment. So, absolutely, you would expect teachers to be sharing information around assessment methods, whichever type they use, with parents, to describe and to inform parents about what happens next for their child.