Rethinking EPA Observation: Why remote assessment is a smarter, more inclusive approach

At Elevate, we’re calling for a rethink of how observation is used in End-Point Assessment (EPA), particularly for apprenticeship standards like Teaching Assistants and Specialist Teaching Assistants. While face-to-face (F2F) observation has long been the norm, it's time to ask whether it truly serves all learners, or whether smarter, more inclusive alternatives are overdue.

The problem? In-person observations can disrupt classroom routines, heighten learner anxiety, place additional burdens on schools, and can potentially restrict access to the most experienced assessors due to travel and logistics. These challenges are especially pronounced for apprentices with SEND, mental health needs, or those who’ve experienced trauma.

The solution? Remote observation. Already accepted for some learners under ‘exceptional circumstances’, we believe it should be a high-quality, mainstream option. Remote assessment offers:

• Greater inclusivity and reduced anxiety

• Strong safeguarding with lower admin burdens

• Environmental sustainability through reduced travel

• Cost savings and better access to specialist assessors

• A more authentic, less intrusive view of learner competence

Importantly, remote observation supports all learners, not just those with disclosed needs, by embedding flexibility, dignity, and fairness into the very design of the assessment process.

As an Ofqual-recognised EPAO, Elevate is committed to shaping fair, forward-thinking approaches to EPA. We believe the future of observation should be smarter, more flexible, and centred around what truly works for learners, educators, and employers alike.

Because when assessment is more inclusive, everyone benefits.