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10/08/2011
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  • On pupil learning

    What has been the overall impact on pupil learning?

    • The children's confidence to write has increased.
    • The children have a greater knowledge of how to improve their writing.
    • The children have a greater understanding and more control over creating texts with good structure and cohesion. They now use a range of connectives to link ideas together and organise their ideas into sections or well developed paragraphs, with related points sequenced logically.
    • Some children are making links between paragraphs too. Evidence of this can be seen in the 'Examples of children's work', attached below.
    • All schools recorded improved mini-level improvements for the majority of the pupils in the identified cohort.

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    Examples of Children's work (PPT-2.4 MB) Attachments

    Thoughts you think are relevant to overall impact on learning

    There were five main ECaW principles that are most relevant to the overall impact on learning. These were:

    1. Use of APP to identify gaps in learning and identify writing targets;
    2. Planning 'smarter' based on using units from the Primary Framework but amending these in light of the children's 'gaps' in learning.
    3. Guided writing/learning sessions (with a focus on text cohesion and structure, as well as supporting groups of children in meeting the intended outcomes but again, taking into account the 'gaps' of text cohesion and structure)
    4. 1:1 tuition sessions linked to the pupils' writing targets built upon and supported the work done within the units of work and guided writing sessions.
    5. Use of 'learning conversations' to reflect on and develop effective practice.

    Quotes you think are relevant to overall impact on learning

    I've found your time so valuable. We've had the time to talk ideas through and reflect upon practice, as well as bounce ideas off of one-another. I feel so much more confident in planning a unit of work that is specific to pupil needs.

    (Year 3 teacher)

    The thing that has made the most difference is using the APP grids to highlight the gaps in learning.

    (Year 3/4 teacher)

    The guided writing sessions have really improved the children's writing, as they are now much more focused.

    (Year 4 teacher)

Quantitative evidence of impact on pupil learning

  • Data comparison of cohorts
  • Periodic teacher assessment

Qualitative evidence of impact on pupil learning

  • Observation outcomes
  • Pupils' work

Describe the evidence of impact on pupil learning

The children's writing shows that they now use a range of connectives to link ideas together and they organise ideas into sections or paragraphs, with related points sequenced logically. They now make more links between their paragraphs. They also edit their work more without being prompted to do so, and make improvements based on the skills above.

APP backed up teachers' judgements that text cohesion and structure had improved, as almost all children achieved well in this aspect of teacher assessment.

The pupil progress data and data comparison of cohorts all show good progress. In two of the supported schools in particular, the data shows excellent progress, when compared with Nottinghamshire and all other ECaW LAs' data. The pupil progress data is based on APP and Optional Test results.

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ECaW Impact Measures Autumn & Spring term School A (XLS-37 KB) Attachments

ECaW Impact Measures Autumn & Spring term School B (XLS-37 KB) Attachments

ECaW Impact Measures Autumn & Spring term School C (XLS-37 KB) Attachments

  • On teaching

    What has been the impact on teaching?

    Work scrutiny and professional dialogue has shown that there has been a great impact on the teaching of writing and the teachers are now more confident in teaching writing. Their subject knowledge has improved. Sequences of work are now much longer, with more time set for planning and editing work. Units are also planned, with a focus on pupils' gaps in learning and group writing targets. Speaking and listening, cross-curricular, Talk for Writing and drama approaches are now used more readily.

    Teachers are now much more confident in using APP to assess pupils' writing and identify gaps in learning and set appropriate targets. These are judgements are at the fore-front of teachers' minds when planning units of work and guided writing sessions. Guided writing is now happening for focused groups, which is accelerating pupil progress.

    The supported teachers are now accessing useful materials from the National Strategies website and using these to inform their planning.

    Thoughts you think are relevant to impact on teaching

    The supported teachers now know their children as writers and know what they need to teach to be able to move them on in their learning. They now know that is not just about the raw level.

    Quotes you think are relevant to the impact on teaching

    I actually enjoying teaching Literacy now and enjoy planning it in my year group team.

    (Year 3 teacher)

    I know see how APP fits into the cycle: APP to assess and set targets, guided writing sessions to move learning forward, APP to assess and set new targets.

    (Year 4 teacher)

    Last year I was an NQT and didn't really enjoy teaching Literacy. I am now so much more confident planning a unit in a creative way & I enjoy teaching it too.

    (Year 3 / 4 Teacher)

    Evidence of impact on teaching

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

    Describe the evidence of impact on teaching

    At the end of the supported year, we reviewed the progress of the pupils, reflected on what the teachers have gained from the project and which practices they will continue to use next year. The teachers' perceptions highlighted that pupil progress had been accelerated and that the Support for Writing Materials were useful. They talked about how their sequences of work are now much longer, with more time set for planning and editing work. They are also planned, with a focus on pupils' gaps in learning and group writing targets. Speaking and listening, cross-curricular, Talk for Writing and drama approaches are now used more readily.

    Teachers are now much more confident in using APP to assess pupils' writing and identify gaps in learning and set appropriate targets. These judgements are at the fore-front of teachers' minds when planning units of work and guided writing sessions. Guided writing is now happening for focused groups, which is accelerating pupil progress.

    The evidence in planning and my own observations and monitoring from my visits into school also support this.

  • On school organisation and leadership

    What has been the impact on school organisation and leadership?

    • Staff meetings have been organised to ensure that the practices of ECaW are rolled out across other year groups, such as the use of the Support for Writing materials, effective use of APP and Guided Writing sessions.
    • The literacy co-ordinators have been involved with this and policies have been amended.
    • Use of APP to identify gaps in learning and set pupil writing targets are now being monitored across the schools.
    • Leadership teams have used principles of APP as a focus for Performance Management observations e.g. the use of APP to ensure progress in writing.
    • In the second ECaW year, one particular school has moved around staff members so that the principles of ECaW are rolled out and two new teachers will receive support through ECaW, one of these being the Literacy Coordinator.

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    One school review document, evaluating the impact of the project (DOC-32 KB) Attachments

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

    The supported teachers have been able to share their expertise and support staff within their own schools. They have liaised with their Head Teachers and Literacy Coordinators and brought back National and Local developments into their schools.

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

    The principles and practices of ECaW should be rolled out and disseminated to other members of staff across the school. That way we can build upon the great progress made so far.

    (Head Teacher)

    The use of APP in identifying pupil strengths and setting targets will be regularly monitored across next year.

    (Literacy Coordinator)

    Evidence of impact on school organisation and leadership

    A more detailed assessment process (APP) which is central to accelerating pupil progress has challenged schools to review how they use assessment data. This has ensured that teachers identify not just raw levels but specific strengths as well as 'gaps' in learning to formulate targets, that will move their learning on. With this in mind, units of work are amended and guided writing sessions are planned for accordingly.