The Pobble blog

With the Department for Education now having published the updated Writing Framework on 8th July 2025, many are understandably asking: what has changed for assessment?

In short: nothing yet.

While the Framework provides extensive guidance for teaching writing and highlights key principles for effective pedagogy, it does not change statutory writing assessment at the end of Key Stage 2. The current Teacher Assessment Framework (TAF) and moderation arrangements will remain in place for 2026.

The Curriculum and Assessment Review, which is still ongoing, may lead to future amendments. However, until any such changes are confirmed and implemented, the statutory assessment landscape stays the same. The need for robust, meaningful moderation remains just as important as ever.

In uncertain times, it can be tempting to take a "wait and see" approach. But pausing now risks missing out on one of the most valuable aspects of moderation: the professional development that comes from collaborative discussion.

Whatever the future brings, now is the time to build confident teacher judgment, strengthen understanding of standards, and ensure every child is assessed fairly.

The role of moderation in high-quality writing assessment

Moderation plays a vital role in ensuring consistency and accuracy across classrooms, schools and trusts. Whatever changes may eventually come, the core purpose remains the same: to ensure teacher assessment is fair, credible and truly reflects a pupil's achievements in writing.

Strong moderation also creates a shared language for discussing writing. It builds confidence in teacher judgments and provides opportunities for teachers to learn from each other. Done well, it becomes a powerful tool for assessment, professional development, curriculum improvement and celebration.

Why expert moderation really matters

The July 2025 Writing Framework makes this clear: external moderation, especially when led by expert teachers, is one of the most effective ways to reduce bias and improve accuracy. It notes that teacher assessment, particularly when carried out by subject experts, is more effective than peer assessment.

That is why Pobble’s model works so well, both for external statutory moderation and internal non-statutory processes.

By combining our teacher-friendly moderation tool with training and validation sessions, schools benefit from reliable, high-quality assessment of writing. It ensures accuracy and builds confidence:

"Thank you to the moderation team for a supportive and positive morning. The professional dialogue was thought-provoking and useful. This felt like genuine teamwork."
Ellie Green, Headteacher, Edinburgh Primary School

A note on AI in assessment: useful, but not a replacement

The Writing Framework also acknowledges the use of Automated Writing Evaluation (AWE) and other AI tools. These technologies can offer helpful formative feedback, particularly on grammar and vocabulary. But they are not a replacement for professional judgment.

As the Framework states, "They cannot replace the judgment and deep subject knowledge of a human expert." AWE may be helpful early on, but it cannot evaluate content, structure or quality in the same way a teacher can.

This reinforces the need for trained professionals to lead assessment and for schools to review whether literacy leaders have the expertise and confidence to do so.

Pobble moderation: more than a tool

Schools that subscribe to Pobble's moderation support get more than just a digital platform. They receive training and ongoing professional development. This includes support for reviewing internal processes and helping school leaders run fair, effective assessment systems.

It’s part of our belief that moderation should never be a tick-box exercise. It should be meaningful and impactful:

"They came back absolutely buzzing, feeling that their hard work was truly praised and that they had a fantastic opportunity to share their writing."
Mark White, Head of School, Lea Forest Primary Academy

"Both teachers came away from the moderation feeling empowered, proud of themselves and like they had had a fantastic professional development opportunity."
Emily Ferris, Headteacher, Beaufort Primary

Beyond compliance: creating a culture of celebration

Pobble is proud to deliver statutory moderation services for the London Borough of Waltham Forest. We also work with schools and trusts beyond the borough, including many academies, who value our consistent and professional approach.

We create spaces where teachers feel confident sharing pupils' writing. Every session is a chance to reflect, share and celebrate. These are not just sessions to verify judgments. They are opportunities to highlight great progress and practice.

"Thank you for creating such a safe space for them to have some great professional discussions and a chance to showcase the children’s writing."
Lucie Dawn, Head of School, Willow Brook Primary

Looking ahead

We will continue to support schools and trusts as new guidance emerges. But one thing will not change: our commitment to moderation that builds teacher confidence, promotes consistency, and celebrates children’s writing remains stronger than ever.

If you're a school or academy trust looking to strengthen your moderation practices, statutory or non-statutory, our team would be happy to help.

Ready to strengthen your moderation practices?
Discover how Pobble can support your school or trust.