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CEA Case Studies
Following work within an institution, a CEA writes a summary report for the school. Here you will find examples of how work with a CEA progresses and the outcomes you are likely to see.
The following case studies come from two separate primary schools four secondary schools and one higher education institution. In all cases, the learning centre's report the experience as positive, supportive and professional, helping staff to develop their assessment skills.
Primary School A
This is set in a small town in the south of England. Ofsted reports deemed the school "good", but there was a concern about numeracy, which the CEA was able to develop.
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Primary School B
This is set in a large inner-city school, where 32 different languages are spoken by the children. Current attainment is low, reflecting the socio-economic conditions of the majority of the children's families and the EAL needs of the learners.
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Secondary School A
This all boys 11 - 16 school is a secondary modern school in an Authority that still retains the 11+. There are over 800 boys in the school. The school shares a sixth form with another local school.
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Secondary School B
The institution is a large and successful 11 - 18 secondary. The focus area is a successful department where staff were not as receptive to change as the CEA would have liked.
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Secondary School C
The institution is a successful 11 - 18 Specialist College. The process looks at how to embed APP practices within a large institution.
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Secondary School E
The institution is a mixed comprehensive 11 - 18 . The school is suffering from falling rolls but has achieved record results in the last 2 years.
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Secondary School F
The school is an 11-18 mixed comprehensive. Following a change to structure and responsibilities, the CEA overhauls assessment using APP techniques to support changes in the GCSE and GCE offering in the school, at the same time as introducing a new qualification and assessment style.
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Further Education Institution D
The Institution is a large FE College where a particular department was struggling with the introduction of the new diploma. The CEA, acting as a Lead Assessor made a dramatic impact on the structures, systems, staff skills and shared values across the department.
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Further Education Institution F
The centre was established as an educational charity in 1994. It offers specialist courses and advocacy to adult learners of all abilities, reaching 1400 learners recently. The college provides access to activities, training and qualifications to those who have had least access to it in the past. The CEA was used to add coherence to the introduction to new NVQ courses.
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