Embedding Formative Assessment: not just a box-ticking exercise but something long-term and meaningful for all

By Mrs Jo Allan, Junior Assistant Vice Principal, Castle View Enterprise Academy

As a school that serves a community with high levels of deprivation and challenges, we knew that transforming teaching and learning at Castle View Enterprise Academy wouldn’t be easy. With around 50% of our students on pupil premium and widening achievement gaps, our staff had worked hard to support students, but as we moved beyond the initial post-Covid-19 years we needed a more cohesive, structured approach. Two years later, I can confidently say that Embedding Formative Assessment (EFA) programme has completely changed our school for the better. This is evident not only in improvements in attainment, but in the powerful insights our teachers have about how this programme reshaped their work.

The challenge we faced

When we first embarked on this journey, there was a clear gap between our disadvantaged students and their peers. Like many schools, we now needed to take a long-term, strategic approach to continuous professional development (CPD). We needed a shift in culture—a way to ensure that our teachers were continuously improving their practice, and that CPD was not just a box-ticking exercise but something long-term and meaningful for all.

Why we chose the EFA programme

The EFA programme appealed to us because it focused on practical, peer-led collaboration. It wasn’t another top-down initiative; instead, it would empower our staff to learn from each other and embedding a culture of formative assessment across the school. This fits with EEF’s ‘A School’s guide to implementation (2024); adopting the behaviours of engage, unite and reflect that drive effective implementation. This aligned with our ethos of collaboration and professional growth. We knew that if we could get everyone on board, from the newly qualified to the long-standing experienced members of staff, and create a culture of shared learning, we would see real improvements in the classroom.

Engage: Gaining buy-in from our team

From day one, it was critical to engage our entire staff. We launched the programme on day one of the academic year with clear communication and set the expectation that this was a priority for everyone—from senior leaders to early career teachers. Our TLC (Teaching and Learning Communities) leaders all volunteered to lead groups and were then trained with a focus on sharing the vision for EFA and helping them to understand how embedding formative assessment could make a difference in our classrooms.

Through the TLC our staff became active participants in shaping their professional development. Teachers were supported in actively engaging in the process, sharing their experiences, and learning new strategies through peer observation. Instead of feeling like CPD was something that was “done to them,” one teacher remarked, “It’s the first time I’ve felt that CPD was really focused on what we, as teachers, need, rather than what someone else thinks we should be doing.”

Unite: Creating a culture of collaboration

One of the biggest changes we saw was how the EFA programme united our staff. Through monthly TLC workshops, we created cross-departmental groups where teachers could collaborate and share ideas. This fostered a real sense of unity and trust. Everyone who taught lessons were part of the groups and our teachers began to open up more, not just about what was going well, but about their challenges. They supported one another in ways they hadn’t had an opportunity to do before.

The programme also gave our TLC leaders the opportunity to step into leadership roles. Initially, some were hesitant, but with the support of the EFA structure, they grew in confidence and began to facilitate the sessions and lead meaningful discussions that impacted every aspect of teaching and learning. Teachers feel trusted to support learners to meet their full potential.

Reflect: Building a habit of continuous improvement

Perhaps the most powerful element of the EFA programme has been its emphasis on reflection. Teachers were encouraged to reflect on their practice in every TLC workshop, through peer observations and personal action plans. This reflective process has now become a habit. Staff routinely assess what’s working in their classrooms and what needs to be refined, leading to more thoughtful, intentional teaching. Staff were able to select their own areas of focus and determine when and if they were wanting to try something new or continue to embed an approach.

Peer observations became a key part of this reflective process. Although some teachers were initially nervous about being observed, they quickly saw the value in the feedback. The structured nature of these peer observations helped our staff grow together, and the programme’s focus on encouraging risk-taking allowed teachers to experiment with new strategies in a supportive environment.

The impact

Two years on, the impact of the EFA programme is clear. Our school culture has transformed. Staff feel empowered to take ownership of their professional development, and there’s a genuine sense of collaboration across departments. Our TLC workshops have become fundamental, with teachers looking forward to them. We’ve also seen the benefits in our classrooms. Students are more engaged, and embedding formative assessment has given them the tools to take control of their learning. Teachers are using strategies that help students articulate their understanding and reflect on their progress.

One teacher described the process as their first experience of a programme (in over 20 years of teaching) which didn’t feel like a stick to beat you with, but rather an opportunity to have different perspectives on how teaching could be developed.

Looking ahead

As we move forward, we’re committed to embedding the EFA practices even further. This programme has provided a framework for continuous improvement, and we’re already thinking about how we can sustain this momentum in the years to come. We’ll continue to use the TLC model for our CPD, adapting it as needed to meet the evolving needs of our staff and students. Curriculum leaders are extending the programme to drill down into subject specific pedagogy, using their expertise and specialist knowledge to identify aspects that have the most benefit to them.

Conclusion

The EFA programme has shifted the way we think about professional development, from a compliance-driven process to one that truly values teacher collaboration, growth, and reflection. An approach that we are continuing with now. If you’re a school leader or teacher considering the EFA programme, I cannot recommend it enough. It’s not just a programme—it’s a culture shift that has the potential to transform your school, just as it did for ours.

If you’re ready to transform teaching and learning in your school, reach out to learn more about the EFA programme. You won’t regret it—it’s an investment in your staff, your students, and the future of your school.