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Becker's original paper.

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Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education (3rd Edition)

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Published in January 1994 by The University of Chicago Press © 1994 by the National Bureau of Economic Research

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This page is now outdated. For the latest information on the RBA, please visit the collection page here.

Introduction

In response to the 2017 primary assessment consultation, the government announced plans to introduce a statutory reception baseline assessment ( RBA) in autumn 2020. Due to the challenges faced by schools because of COVID-19, statutory introduction of the RBA has been postponed to autumn 2021. Instead, all schools had the opportunity to sign up to the RBA early adopter year in autumn 2020.

The RBA will be statutory in schools from September 2021. Further information about the RBA can be found in the information leaflet.

What will be assessed

The RBA will be an activity-based assessment of pupils' starting points in:

language, communication and literacy

mathematics

The RBA will be a short task-based assessment. Pupils will use practical resources to complete these tasks and teachers will record the results on a laptop, computer or tablet. It will not be used to label or track individual pupils. Schools will be required to carry out the assessment within the first 6 weeks of pupils starting reception. No numerical score will be shared and the data will only be used at the end of year 6 to form the school-level progress measure. However, teachers will receive a series of short, narrative statements that tell them how their pupils performed in the assessment. These can be used to inform teaching within the first term.

Measuring progress

The new assessment will enable us to create school-level progress measures for primary schools which show the progress pupils make from reception until the end of key stage 2 (KS2). Unlike the current progress measure, this will give schools credit for the important work they do with their pupils between reception and year 2.

We will publish these measures for all-through primaries in the summer of 2028 for the first time. This will be when those pupils who entered reception in autumn 2021 reach the end of KS2.

Assessment development process

The National Foundation for Educational Research (NFER) has been contracted by STA to develop and deliver the assessment. This includes the trial, pilot, and early adopter phases.

The assessment was trialled in a nationally representative sample of schools between September and November 2018. This was followed by a large-scale, voluntary national pilot, which commenced in September 2019. Schools could also choose to participate in the RBA early adopter year in autumn 2020.

Reception baseline and end of key stage 1 assessments

The existing statutory end of key stage 1 (KS1) assessments - both national curriculum tests and teacher assessments - will become optional (that is, non-statutory) once the reception baseline is fully established.

Reception baseline assessment framework

The RBA assessment framework provides an overview of what the assessment is and how it will be carried out.

Reception baseline assessment equality impact assessment

The RBA equality impact assessment provides an assessment of the potential impact of the RBA on pupils with protected characteristics.

Reception baseline assessment privacy notices

The RBA privacy notices explain what personal data is collected and how this is processed.

Reception baseline assessment validity report

The RBA validity report provides the evidence gathered throughout the process of developing the RBA to support the validity argument of the assessment.

Early adopter year

Schools that opted to take part in the early adopter year of the RBA in autumn 2020 had the opportunity to familiarise themselves with the RBA and training materials, ahead of the planned statutory roll out in autumn 2021. Participation was optional, even after signing up. Early adopter schools received assessment materials before the October 2020 half term, and the optional assessment window opened for 6-weeks after the October half term.

During the summer term 2020, 3,878 schools signed up to receive materials for the early adopter year. In the autumn, a total of 2,980 schools logged into the Baseline ePortal (BeP) and 2,731 carried out assessments with their pupils. In total, 88,947 pupils completed the assessment.

Data gathered from the early adopter year will not be used for the purpose of creating a progress measure, and the full privacy notice is available on the NFER website.

Further information

If you have any questions, please contact the reception baseline assessment helpline on 0330 088 4171 or email receptionbaseline@nfer.ac.uk

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This page is now outdated. For the latest information on the RBA, please visit the collection page here. In response to the 2017 primary assessment consultation, the government announced plans to introduce a statutory reception baseline assessment ( RBA) in autumn 2020.

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The Rt Hon Damian Hinds MP, Secretary of State for Education

Foreword

When I first became Education Secretary, almost a year ago, I went around asking everyone I met what they wanted for their children.

The instinctive answer that came back was never about the curriculum or qualifications, vital that these are.

What they wanted first and foremost was for their child to be happy and healthy.

As a father, that's what I want for my children, and as Education Secretary, that's what I want for all children in this country.

Of course, I also want them to be safe and cared for, to have a world-class education and to make a successful transition to adulthood, to be fully equipped grown-ups, active members of society and to get a job and be able to provide for themselves and, in time, their own children.

I also want more than that for our children. I want them to lead a fulfilling life. I want them to enjoy learning, to read for pleasure, to be excited by music and drama, to be curious about the world and people around them.

But when we are young, how do we know what we will like, what interests we will have and what challenges we might want to take on?

I regularly hear from teachers that it's important that children have the chance to try things out, to get a taste of the world around them, to see and do things that they wouldn't normally do, or go to places they wouldn't normally go and to meet people they wouldn't normally meet.

These things are important because a world-class education is about much more than qualifications: it's also about your character and wellbeing.

We develop our character from taking on challenges and pursuing our interests, by doing things that are worth doing even when they are difficult and which may not give us an immediate reward.

On a visit to St Werburgh's Primary School earlier this year, I was particularly struck by their activity passport, which was inspired by the National Trust's '50 things to do before you're 11 ¾' list.

That's why we have produced this list of activities which we think children will enjoy and can learn from. They may find something they want to come back to again and again, but I hope that, whatever they do, they will enjoy them.

Damian Hinds

Secretary of State for Education

Accompanying guidance

Introduction

Giving young people the opportunity to try new things and develop new skills can be hugely beneficial. It can help children to grow in confidence, expand their understanding of the world around them, or introduce a hobby or passion that could last for years to come.

This is why the Department for Education have published this passport of enrichment activities, based on a version developed by St Werburgh's Primary School near Bristol.

Whether you are developing something from scratch or want to refresh your current approach, this passport is there to offer ideas and inspiration. Below are some underlying principles that you may find useful when it comes to developing your own pupil enrichment offer.

Locally driven and supporting the community

Every school has its own unique circumstances: different pupils, a different school culture, different local geography, a different community. We know that schools are best placed to choose what works best for them, their pupils and parents, and will want to work collaboratively to identify and make clear which activities are school, parent or pupil-led.

For example, St Werburgh's Primary School have 20 activities in each year, 15 of which are covered within school and five with parents. However, any split is for schools to decide.

This is why we have created the template in a way that can be edited. You can use your school's characteristics to help adapt and build a distinctive and inspiring range of activities. Feedback from parents tells us this is a good opportunity to involve them in their children's studies and to help make the activities part of everyday learning at home.

Working with pupils and parents to draw up your own list will help ensure everyone is engaged in the process and will help make the activities relevant to pupils and the community they live in.

You can also adapt the activities to your local area and landmarks to encourage children to make the most of their surroundings, develop links with the local community and learn about the history of where they live.

Many schools think about how they might link with local charities or groups to undertake these activities. They identify opportunities to benefit the local community, including through social action. We know that engaging in social action can help pupils build self-confidence, project planning and communication skills.

It can build belief that they can make positive changes for themselves and others. Activities could be focused on promoting the well-being of others or helping the environment. For example, 'making a film' could be linked to a cause they care passionately about or raise awareness of a local social issue. Asking the school council which activities they think could best improve the school could be a great starting point.

Relevant to the curriculum

Teachers have told us that making activities relevant to the curriculum helps pupils feel more engaged in the activity and helps them see links between the different topics about which they are studying. This also helps ensure that the activities are age-appropriate.

Collaboration

By building in opportunities for pupils to undertake the activities as part of a group, you can help pupils build positive relationships and work as a team. This will also ensure activities are accessible to everyone.

Understanding the benefits of activities

As you will be aware, helping children to understand the purpose of the activity will build a stronger sense of ownership for the passport that will sustain interest over time. This can be supported by letting them make choices about how and what they do, and by sharing information about the wider context of the activities they are participating in.

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My activity passport: foreword from the Secretary of State and guidance

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When I first became Education Secretary, almost a year ago, I went around asking everyone I met what they wanted for their children. The instinctive answer that came back was never about the curriculum or qualifications, vital that these are. What they wanted first and foremost was for their child to be happy and healthy.

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'you get out of education what you put in'

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 Schon : useful theorist on reflective practice 

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 Schon : useful theorist on reflective practice 

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The reflective practitioner: how professionals think in action by Schon, Donald A