What specific curriculum area, subject or aspect did you intend to have impact on?
- Communication, language and literacy
- English - reading
- English - writing
How did you intend to impact on pupil learning?
By raising the achievement of children working at below age related expectations in reading and writing.
What were your success criteria?
- Children will have a greater understanding of how words are written.
- They will have the confidence to write unfamiliar words with greater accuracy.
- The percentage of children entering Year 1 below Level 1 is reduced.
PLEASE NOTE this page has three tabs - click 'Next tab' below or use tabs above to see Teaching approaches and CPD approaches
What information or data did you use to measure progress towards your success criteria?
- Observation outcomes
- Periodic teacher assessment
What did you do? What teaching approaches (pedagogy) did you use to achieve the intended impact?
- Independent learning
- Learning how to learn
- Teaching sequences
Describe the teaching approaches you used
Phonics is taught at the beginning of the day in recognition of the important contribution that it makes to children’s’ learning. The four-part teaching sequence gives children all the skills that are required for the day. It has opened up the rest of the curriculum because children are able to apply skills learnt in other areas. Following the daily discrete session, children apply their skills in numerous ways such as making mind maps of phonemes taught, making lists of words and writing sentences using words. It is really important when engaged in shared writing that children are reminded of the phonemes they have been taught.
Children are given time to practice writing sentences using whiteboards (upload image) and in other contexts (upload image of writing lists).
What did you do? What approaches to CPD and learning for adults were used?
- Classroom enquiry
- Leadership enquiry
- Lesson observation
- Work scrutiny
Describe the CPD approaches you used
All staff attended staff meetings led by our CLLD consultant. The consultant also modelled lessons.
The lead teacher attended cluster meetings with other schools to discuss issues and share good practice.
What CPD materials, research or expertise have you drawn on?
We have been using the Letters and Sounds materials since their publication in May 2007. Initially the materials were trialled in the Reception classes by four practitioners and were found to be very accessible. All practitioners fully embraced the programme, quickly recognising the impact it was having on developing phonic skills and knowledge in a short period of time. The programme has raised practitioners’ expectations of what young children can achieve. The fact that we can teach children to a specific phase means teaching is accurately pitched to their needs. In terms of teaching, practitioners are more skilled in knowing how to help children make progress.
Relevant National Strategies resources:
Letters and Sounds http://nationalstrategies.standards.dcsf.gov.uk/node/84969
Assessing Pupil Progress in the primary phase http://nationalstrategies.standards.dcsf.gov.uk/node/20005
CLLD Writing for pleasure and information http://nationalstrategies.standards.dcsf.gov.uk/node/113642
Using APP and EYFS Profile in KS1 http://nationalstrategies.standards.dcsf.gov.uk/node/153446
Talk for writing http://nationalstrategies.standards.dcsf.gov.uk/node/154519
Who provided you with support?
How were you supported?
Our LA CLLD consultant has been very supportive to the school meeting regularly with the headteacher and staff. She developed our CLLD action plan (See summary page).