Loading...
Implementing recognising and recording progress and achievement (RARPA) in a college
Citations
Altmetric:
Authors
Editors
Date
2026
Educational Level
ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
In response to inconsistent assessment practice within discrete SEND provision, this sixth-form college joined a Whole School SEND Professional Development Group to strengthen the use of Recognising and Recording Progress and Achievement (RARPA). Challenges included variable staff confidence, unclear quality-assurance processes, and inconsistent recording of learner progress. Actions focused on staff confidence auditing, targeted CPD through USS webinars and NATSPEC training, revision of quality-assurance cycles, peer coaching, and improved stakeholder engagement, including governors and senior leaders. Evidence of impact includes increased staff confidence and consistency in RARPA use, more accurate and personalised learner records, stronger engagement with quality processes across the college, improved assessment ladders and skill tracking, and the establishment of a cross-college working group to sustain inclusive assessment practice.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND, peer-mentoring, RARPA