TASK (TITLE): Position statement, in light of children`s rights oriented theories, on baseline assessment policy

Assignment Brief

Additional Scaffolding

The assignment in lay terms: you are presenting your view on the reception baseline assessment with the support of children’s rights

Write the assignment as one whole piece of writing

DO NOT write in the table

NO headings needed, if you wish you can use the following subheadings, which reflect the structure suggested in the table (highlighted in yellow)

1. The issue
2. Positioning the problem within children’s rights discourse 
3. Proposal of alternatives in light of children’s rights approach / theories 
4. Summary

Sample Answer

The Reception Baseline Assessment (RBA) is a government policy in England that assesses children as they begin primary school. It aims to create a baseline measure of progress from Reception to Year 6. While the intention behind it may seem data-driven and neutral, there are serious concerns about its impact on young children’s well-being, development, and rights.

One major issue with baseline assessment is that it places academic pressure on children as young as four. At an age where they are still adjusting to a new environment, forming social relationships, and developing basic communication and emotional regulation skills, subjecting them to testing does not align with their natural developmental needs. It often reduces the child to a set of numbers, rather than acknowledging them as individuals with diverse backgrounds, abilities, and interests. This conflicts with Article 29 of the United Nations Convention on the Rights of the Child (UNCRC), which states that education should develop every child’s personality, talents and mental and physical abilities to their fullest potential.

Positioning this issue within children’s rights discourse, it becomes clear that RBA fails to uphold the child`s right to be heard (Article 12) and their right to education that promotes holistic development (Article 29). The assessment is not designed with the child’s voice or experience in mind. Instead, it is implemented top-down, focusing more on accountability for schools than on the actual needs and interests of the children. Children are not consulted about how they feel during these assessments, nor are their emotional and social transitions considered.

Moreover, children’s rights-oriented theories, such as Lundy’s Model of Participation, highlight the importance of space, voice, audience and influence. These elements are largely absent in the design and execution of baseline assessments. The model encourages environments where children can express their views and participate in decisions affecting them. The RBA process, however, is designed primarily for policy evaluation rather than child participation or empowerment.

An alternative to the current baseline assessment would be to adopt play-based, observational assessments conducted over time by early years practitioners. These methods respect children`s pace of learning and honour the professional judgement of teachers who interact with the children daily. Formative, narrative-style assessments, such as Learning Journeys or Development Matters in the EYFS (Early Years Foundation Stage), support development in a more rounded, child-friendly way. These alternatives are rooted in a rights-based approach, where the child’s well-being, voice, and holistic development are central.

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