The Milestones Passport

What is the Milestones Passport?

The Milestones Passport is an all-encompassing curriculum, assessment, tracking and guidance tool that promotes individualised, holistic learning with the child’s needs and achievements at the very heart. The Milestones have evolved from a long-standing mission to acknowledge the incremental step-by-step linear nature of learning. Moreover, the Milestones have been conceived as a universal approach designed to root all teaching in the conviction that the best learning is the learning that is retained and effectively becomes a lasting part of the learner.

In a pedagogical context, Milestones promotes new and better ways of teaching; it shifts from superficial coverage to deep mastery. The Milestones approach refuses to let gaps develop.

Who is The Milestones Passport for?

  • Primary & Secondary School Students (4-16 years-old)
  • Teachers (of Key Stages 1-4)
  • Parents/Guardians/Carers
  • Tutors (including Homeschoolers)

How do I order one for my school/child?

Please click the ‘Register An Interest’ button and fill in the form on the linked page with as much detail as you’re able to provide.

What has been the impact?

  • Improved Wellbeing (Children and Staff)
  • Improved Attainment
  • Improved Transition
  • Improved Interventions
  • Improved Engagement
  • Improved Rates of Progress
  • More focused teaching
  • Empowered teachers and support staff
  • Provided essential, formative and summative assessment

Who has created the Milestones Passport?

The Milestones Passport has been produced by the collaboration of key professionals from the education and social work sector.

The inspiration behind the Milestones

The Philosophical Reasoning

The Philosophical Reasoning

The Milestones have evolved from a longstanding mission to acknowledge the incremental, step-by-step, linear nature of learning. Not that all learning is linear; much of life’s learning is incidental, ad hoc or experiential. But for most children, most of the learning required at school is fundamentally causally connected. If you understand A, then B is accessible to you; and without B, C is a closed door.

The Milestones have been conceived as a holistic approach to root all teaching in the conviction that the best learning is the learning that is retained, and, effectively, becomes a lasting piece of knowledge or social characteristic of the learner.

The most immediate feature of the approach is the nature of the milestones themselves. Drawn from the statutory curriculum, key learning steps have been rigorously identified. A National Curriculum objective only qualifies as a milestone if it is ‘key’ learning – that is, learning upon which other learning is predicated, opening the door to further learning. This has filtered out generic and unspecific objectives which are not ‘key’ in this sense and often absorb disproportionate teaching time. What has evolved from rewriting objectives in the National Curriculum which cannot be reliably assessed is a strong, meaningful and practical ‘key’ curriculum.

It is essential that the Milestones are understood in a pedagogical context as well as in a curriculum context. If learning is to shift from superficial coverage to deep mastery, then teaching needs to shift too. The Milestones approach refuses to let gaps develop in a child’s learning. Where they appear, they should be promptly and effectively closed. At the same time, the Milestones prevents the situation where pupils who learn fast and retain learning are left to sit and wait for others who require more time on a subject. It pushes them on because professional judgements allow for easy retention. Similarly, an particularly for middle attainers, the Milestones approach does not allow learning to seep away so that pupils are never quite at the level receiving teachers expect. Teaching and assessment go hand in hand all the time – so that teaching and learning continue until the teacher can judge – with moderated professional certainty – that is acquired forever.

The Technical Reasoning

The Technical Reasoning

The Milestones initiative has developed from a statement of what children at primary age should know, understand and be able to do. This is the curriculum. The National Curriculum provides a statutory framework for any school’s curriculum. But – within reason – a school can adopt a tailored approach for their own particular local needs and aspirations. By using the Milestones Passport a school can still deliver the National Curriculum while also making sure that no child is left behind in any area of their learning.

At some point in the Milestones approach, assessment matures into critical judgement. Teachers are expected to say whether a Milestone has been achieved – that is, internalised long-term – or whether further teaching is required. This raises the status of the profession because it commits the teacher to a diagnostic decision upon which a prescription for future teaching will depend. What this approach seeks to resolve is the prevalent use of vague and ambiguous feedback on a child’s progress expressed in terms such as ’emerging’, ‘developing’ and ‘exceeding’ which are not sufficiently robust. In doing so, we can hope to embed a process by which students are able to achieve their full potential, teachers become more empowered decision makers acting in the best interests of the child and improved measurable results lead to better outcomes.