Impact

What has been the overall impact on pupil learning?

• Children have developed in confidence
• Children have a more independent approach to learning, using self help strategies where necessary
• Children are more confident when taking ‘risks’ in writing such as attempting tricky words or more advanced forms of sentence structures
• Children are familiar with a wider range of texts
• Children feel more confident when discussing writing with peers and with adults

Thoughts you think are relevant to overall impact on learning

• The school worked together and maintained a consistent approach
• Headteacher worked with LA consultant to monitor guided writing sessions
• Evaluative discussions took place throughout the process

Quotes you think are relevant to overall impact on learning

OFSTED 2008 "An outstanding aspect of some writing lessons is the involvement of pupils in assessing their own progress to a very clear set of criteria. The pupils response demonstrates that this makes a very strong contribution to their understanding of how to write in a range of different styles."

Quantitative evidence of impact on pupil learning

• CVA data
• Data comparison of cohorts
• Periodic teacher assessment
• Test results

Qualitative evidence of impact on pupil learning

• Logs or interviews
• Observation outcomes
• Pupils' work

Describe the evidence of impact on pupil learning

• 2008 writing results had improved by 11.2% at L4 and 11.2% at L5 (in comparison to the 2007 National Curriculum test results)
• Progress in other year groups has also shown improvement, with significant progress in years 2,5 and 6
• Half termly tracking sheets show 80% of children making at least 2 sub-levels over the year
• As part of network of similar schools, several staff have been involved with learning walks in other schools. Two teachers are also involved in planning a learning walk in the school, looking at the use of success criteria in Literacy ( as part of the leading from the middle programme)

What has been the impact on teaching?

• Teachers are making teaching and learning more personalised to individuals or small groups
• Teachers are using more AFL strategies to support planning and teaching

Thoughts you think are relevant to impact on teaching

Teachers now feel much more secure in their delivery of guided writing. There is a shared understanding of guided writing as precision intervention across the school.

Quotes you think are relevant to the impact on teaching

I can now look at my writing and how it can be improved.

Y2 pupil

I am interested in how a clever author’s imagination helps their writing.

Y6 pupil

These quotes were collected when a LA consultant interviewed some children in school.

Evidence of impact on teaching

• Evidence from observation and monitoring
• Evidence from planning
• Teacher perceptions

Describe the evidence of impact on teaching

Teachers now feel much more secure in their delivery of guided writing, lesson observations have shown teachers are confidently applying the strategies in their planning and teaching. OFSTED judged the majority of teaching to be good and outstanding.

What has been the impact on school organisation and leadership?

There has been a dramatic improvement in school organisation most notably in the emergence of two very strong middle leaders. There has been a whole school approach to the improvement of writing which has included TAs being asked to attend training sessions alongside teachers. The Literacy leader has been given a TLR and has been involved in the lead learners programme run by the LA.

Quotes you think are relevant to overall impact on school organisation and leadership

The improvements made by the leadership team are in the teaching of writing and the provision of work to enable higher – attaining pupils to achieve more. These aspects are now both good.

OFSTED 2008

Evidence of impact on school organisation and leadership

• Lead Learners (LA programme) – middle leaders now have greater role
• Y5 teacher now modelling good practice to other schools/teachers – (regional adviser visited school)
• Pupil voice informally as part of AFL and individual target setting
• The school has been implementing AFL for two years and it is still evolving. Currently we are focusing on AFL in Numeracy as part of our school development in school.
• Renewed Framework – gave us the opportunity to review planning and to look closely and consider changing some of our practices ( e.g the use of guided writing)