Main principles of the Engagement model

Taken from the Standards and Testing Agency, UK (2020)

• The engagement model is an assessment tool that helps schools meet their duties in supporting pupils who are working below the level of the national curriculum and who are not engaged in subject-specific study.
• The model has 5 areas: exploration, realisation, anticipation, persistence and initiation.
• Engagement identifies and celebrates all pupils’ progress, including linear and lateral progress, the consolidation and maintenance of knowledge, skills and concepts and the prevention or slowing of a decline in pupils’ performance, whilst recognising that a minority of pupils may have a regressive condition.
• Engagement can help schools reflect on how well the bespoke curriculum they offer to their pupils is helping them progress. It will not necessarily replace a school’s existing plans, assessments and reporting systems, but adds value to them by helping schools assess pupils’ progress from a different angle.
• Effective use of the engagement model is based on regular observational assessment and reflective pedagogy. Assessments should be conducted by someone who knows the pupil well so that schools are able to identify existing educational barriers.
• Progress through each of the 5 areas of engagement should be measured by identifying how established the pupil is against each of the areas of engagement. This will differ for each pupil according to their profile of needs as set out in their Education, Health and Care (EHC) plan.
• The model combines a formative and summative assessment approach. It should be used to assess pupils’ progress and development regularly throughout the year. This enables a continuous cycle of ‘assess, plan, do and review’ to take place, which enables the pupils’ achievements and progress to be measured over time.
• Schools are not required to submit data to the Department for Education (DfE) about the achievements and progress of each pupil. However, schools must report which primary-aged pupils are being assessed using the engagement model.
• Schools can use the engagement model across all key stages, including for pupils attending secondary schools, as the principles of engagement are equally relevant to pupils of all ages. However, there is no statutory requirement to do so, and in key stages 3 and 4 and in post-16 education, schools and colleges should ensure there is an emphasis on how their pupils’ acquired skills are preparing them for adulthood.
• The model can be used as a tool for assessing why pupils who are currently working below the level of the national curriculum but are engaged in subject- specific study, may have begun to plateau or regress in their anticipated development outcomes.