RARPA (Recognising and Recording Progress and Achievement)

Demonstrating the benefits of RARPA

RARPA (Recognising and Recording Progress and Achievement) is a five stage process for delivering good assessment, teaching and learning, which ensures that students’ progress and achievements are monitored and recorded.

The proposed Children and Families Bill, to be implemented in 2014, aims to transform the system for children with Special Educational Needs and young people with learning difficulties or disabilities. It will introduce a single system from birth to 25. The Bill demands closer partnership between Education, Health and Care, replacing statements and LDAs with an Education Health and Care (EHC) plan. When college provision is stipulated in a young person’s EHC plan the college will have a duty to admit them. The bill has a clear focus on preparing for adulthood and on positive outcomes for students:

  • employment options, from full time paid to voluntary work
  • choice and control over where you live
  • participation in your community

Developing high quality, outcome focussed learning programmes will involve thorough assessment practices, rigorous setting and monitoring of challenging individual learning targets and comprehensive procedures for assessing non accredited learning.

The introduction of Study Programmes and the uncoupling of qualifications and funding supports personalised learning programmes, based on individual needs, interests and aspirations. In 2011 Ofsted reported that existing qualifications have failed to meet the requirements of students with learning difficulties and disabilities effectively, or help them progress towards their long-term goals.

For these students, provision should enable them to achieve good outcomes and to prepare for and make a successful transition to adult life. Destination measures are proposed from 2014 that reflect the different outcomes and destinations for all learners. Implementation of the process of recognising and recording progress and achievement through this programme would provide exactly the evidence that is requested for such accountability measures.

Colleges which achieve Grade 1 for their provision for students with learning difficulties and disabilities are shown to have:

  • Comprehensive pre-entry and on-going assessment
  • Challenging individual targets which are incorporated into all aspects of learning
  • Systems in place which allow for all teaching and non-teaching staff to share and update targets
  • Frequent feedback on progress and the potential for learners to evaluate their own progress
  • A rigorous review process to monitor and improve the quality of target setting throughout the year
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  1. […] At Morley  College where I also teach, students are given a simple form to fill in at the beginning and end of each term evaluating their own goals and ones set by tutor as potential course outcomes. This is called RARPA (Recognising and Recording Progress and Achievement) and is a five stage process for delivering good assessment, teaching and learning, which ensures that students’ progress and achievements are monitored and recorded. If students feel they have “achieved” their own goals and ones set by the tutor set on a grading scale, this helps measure quality and success and also ensures government funding for courses, so it is an important document. Here is a link to the Rarpa criteria as potentially another interesting measure. http://www.natspec.org.uk/information-for-professionals/supporting-progression-rarpa/ […]