What

What specific curriculum area, subject or aspect did you intend to have impact on?

• Assessment and target setting
• English - reading

How did you intend to impact on pupil learning?

We wanted all pupils to experience:

• a range of texts; fiction, non-fiction and poetry
• opportunities to read aloud both independently and with support
• the opportunity to hear the teacher modelling good, expressive reading
• a variety of writing/drama opportunities to demonstrate their understanding of texts (through follow-up tasks)

What were your success criteria?

• The children have access to a wide range of text types.
• The children have become confident in talking about books.
• The children answer questions from each of the AFs(Reading Assessment Focuses).
• The texts are a challenge for the children to move their learning forward.
• There is a whole school approach ensuring continuity of learning for children.
• On-going assessment using the AFs becomes part of the guided reading sessions.
• The children have a range of reading opportunities both independent and supported (e.g. group reading, follow-up tasks, comprehension…).
• The children enjoy their reading!

What information or data did you use to measure progress towards your success criteria?

• Observation outcomes
• Periodic teacher assessment
• Pupils' work
• Test results

What did you do? What teaching approaches (pedagogy) did you use to achieve the intended impact?

• Assessment for Learning (AfL)
• Other
• Teaching sequences

Describe the teaching approaches you used

We began the whole process by deciding how we wanted our Assessing Pupil Progress (APP) for reading to look in our school. We attempted to make evidence files for 5 children in the Year 6 class and found that we did not have sufficient evidence under all the Assessment (AFs). We then looked at how we could teach in a way that covered all AFs whilst also collecting evidence of children's progress.

We started by levelling a range of books that we had within our school. Using these, and the AFs, we wrote guided reading plans for teachers to use during reading sessions. These plans are stored in boxes with the sets of books and follow-up tasks for the children to complete independently. The boxes are labelled at the level that the chidlren in the group are working at (e.g. Low 4). The text and questions on the guided reading plan are aimed at the sub-level above (e.g. Secure 4). This enables teachers to challenge the children at the appropriate level.

Within our school, this system of reading takes place in each class, every day for half an hour. Each class has five groups based on the levels that the children are working at. During the week each group works at least once with the teacher, taking part in a guided reading session using the plans that we have written. The other groups work, during the half an hour reading session, on other reading activities:

• Group Reading – the children read the same text (at their current reading level) reading a page each aloud to the group.
• Comprehension – the children read a short piece of text and answer questions on it (we use Andrew Brodie ‘Improving Comprehension’ books which we have sub-levelled).
• Silent Reading Corner – the children read (in silence!) books/comics/newspapers or stories/poems they have written themselves in the literacy hour.
• Follow-up Task – the children do the follow-up task linked to their guided reading session. In our school the children do this the day after they have had their session. We explain what they have to do at the end of the guided reading session so they can get on independently the next day.

What did you do? What approaches to CPD and learning for adults were used?

• Demonstration
• Lesson observation
• Modelling
• Training

Describe the CPD approaches you used

We began the process in June and by September had lots of boxes ready to be used in our school. During the Autumn Term we trained Teachers and TAs in our school through lesson observations, training and demonstrations. The staff that used the boxes evaluated the plans to ensure that we picked up any errors. The LA wanted us to share our practice within the county, which we began doing in January. This has been done through a series of twilights and AST bookings.

What CPD materials, research or expertise have you drawn on?

National strategies materials on Assessing Pupil Progress http://nationalstrategies.standards.dcsf.gov.uk/primary/assessment

Somerset Assessing Reading Grids www.six.somerset.gov.uk/somerseteds/do_download.asp?did=23823

• Inclusion Development Programmehttp://nationalstrategies.standards.dcsf.gov.uk/primary/features/inclusion/sen/idp
• Primary and Secondary IDP (materials for schools) http://nationalstrategies.standards.dcsf.gov.uk/node/165381
• NYCC Handbook on Dyslexia and materialshttp://schools.northyorks.gov.uk/_PP/Guidance/981
• 5 day dyslexia course

Who provided you with support?

• Other

How were you supported?

As we have progressed with the project we have been supported by the Somerset Literacy Consultants.