Impact

What has been the overall impact on pupil learning?

• Pupils have developed in confidence, particularly the pupils receiving 1-1 tuition
• Pupils are more aware of their writing targets and what they need to improve
• Pupils are more aware of the text type, structure and language features of each genre studied
• Guided Writing has been a key element of the project, which alongside explicit teacher modelling of the writing process has helped pupils recognise the process and writing skills that impact on audience and purpose
• Pupils have a wider range of written outcomes with an identified purpose and audience and are thus more aware of authorial techniques
• Pupils are using talk to rehearse ideas, practise composition and refine and evaluate their learning progress, because of this they are more confident when discussing writing with peers or teachers
• Pupils are aware of the learning intention and success criteria steps needed to achieve.

Thoughts you think are relevant to overall impact on learning

• Clear assessment through APP has focused teaching on closing the gaps and the next step of learning
• Children are clearer on their targets and what it looks like when they are achieved
• It is evident from planning that approaches to guided writing sessions have changed during the year – i.e. flexible groupings; sessions planned with clear objectives; sessions planned and delivered regularly
• Teachers are more aware of progression and age related expectations so are planning accordingly to meet the needs of pupils with appropriate challenge to accelerate progress
• Planning through the phases, reading as a writer, talking to capture and extend ideas, through to the writing as a reader phase, has raised pupils' understanding of the text type, language features and writer's techniques
• Teachers are planning to engage pupil's interests and strengths so they are having fun!
• The collaborative learning style approach used within a supportive climate has helped all teachers to feel more confident, has ensured that good practices are shared and that new approaches or strategies are trialled and continually evaluated for their impact on pupils' learning.

Quotes you think are relevant to overall impact on learning

• 'I am much more confident in modelling the writing process for the children and verbalising choices for an impact on the reader.' (Year 4 teacher)
• 'Using APP alongside my specialist teacher and linking these to writing targets has really focused my teaching in guided writing sessions' (Literacy Subject Leader)
• 'The children in my class really look forward to their guided writing sessions as it makes them feel special and gives them instant feedback on the areas they need to tackle to move forward.' (NQT)
• 'I had a Literacy observation today. I planned a guided writing session and added all the bits you have taught us. The boss graded it as outstanding, so I owe you a huge thank you!' (Year 4 teacher)
• 'I had my literacy observation on Friday. I had planned letters as discussed with you and got an 'outstanding' which was really positive. I used some of the ideas you shared and have just sent the children a letter from me, which they have to plan a reply for. The children were (and still are) very excited.'
• 'School 'X' had a recent Ofsted:– both teachers were working at satisfactory level and were observed and awarded a 'good' with elements of outstanding using the ECaW model for the lesson.' (Specialist Teacher)
• Ofsted Jan 2010. 'The inspection team reviewed many aspects of the school's work. It looked in detail at the effectiveness of the school's efforts to accelerate pupils' progress in Years 3 and 4.
• Findings: 'The school rightly identified that pupils were making faster progress in Years 5 and 6 than in the previous two years because of inconsistencies in teaching quality which are gradually being ironed out.'

Quantitative evidence of impact on pupil learning

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

Qualitative evidence of impact on pupil learning

• Learning walks / study visits
• Observation outcomes
• Pupils' work

Describe the evidence of impact on pupil learning

NOTE: The following data headlines for Kent were calculated on the submissions from schools received by 5th July. A second, updated dashboard in late August will contain any data received before the 23rd July.

• 55.3% of all pupils made at least two sub-levels progress in writing during the year, compared to the total for all ECaW LAs of 54.8%
• Year 3: 52.3% of pupils made at least two sub-levels progress during the year, compared to the total for all ECaW LAs of 53.3%
• Year 4: 58.1% of pupils made at least two sub-levels progress during the year, compared to the total for all ECaW LAs of 56.0%
• 66.1% of all pupils receiving 8 hours+ tuition made at least one sub-level progress in writing during the intervention, compared to the total for all ECaW LAs of 61.7%
• Year 3: 72.7% of pupils receiving 8 hours+ tuition made at least one sub-level progress during the intervention, compared to the total for all ECaW LAs of 61.5%
• Year 4: 62.2% of pupils receiving 8 hours+ tuition made at least one sub-level progress during the intervention, compared to the total for all ECaW LAs of 61.9%
• Further Qualitative evidence of impact on pupil learning received from
  • Notes of visit
  • Pupil interviews
  • Regional Adviser visits
  • Feedback from Literacy Subject Leaders
  • Reflective discussions with School Improvement Partners, Headteachers, Specialist Teachers and supported teachers

What has been the impact on teaching?

Some partnership teachers were initially wary that ECaW would involve a lot more work and be something that might be beyond their control. However, once the programme advanced they recognised that this was a collaborative learning journey, which could be geared to their personal needs and welcomed the opportunity to explore new approaches, materials and interventions.

Their greater confidence and understanding of APP and Assessment for Learning (AfL) has meant that planning is more focused on the needs of pupils with specific targets from the high impact strands 9, 10 and 11. Teachers have a greater understanding and confidence of shared and guided teaching approaches which is scaffolding pupil learning, helping them to recognise the writer's techniques and is building pupils' confidence to 'have a go' themselves.

Quality First Teaching and Learning has improved with teachers making effective use of the Primary framework and the new range of writing related materials and interventions available throughout Years 3 and 4. Teachers are planning for progression with a content that will engage and motivate pupils. There is a greater understanding of guided writing and teachers are now delivering and planning for this regularly and with more confidence.

NOTE: The following data headlines for Kent were calculated on the submissions from schools received by 5th July. A second, updated dashboard in late August will contain any data received before the 23rd July.

The average Quality of Teaching & Learning in the Kent ECaW Programme at 'Good or Better' was 82.5% in Summer compared to 60.2% in Autumn

One-to-one intervention has developed teachers' understanding of the pedagogy for one to one intervention in writing, through testing different models and approaches.

Specialist Teachers have actively used initiatives trialled with colleagues in their own classes and have also achieved accelerated progress in writing. This has refuted some initial concerns about the absence of quality teachers from their own classes for 26 days over the year. Initially, unsure that they 'knew enough' to support other teachers, the Specialist Teachers have grown in confidence and have developed their own knowledge and understanding whilst gaining experience of mentoring and coaching fellow colleagues.

Thoughts you think are relevant to impact on teaching

• Teachers are planning through the reading into writing phase with a clear journey from objectives to outcome and with an explicit audience and purpose in mind
• Teachers are using text types explicitly throughout the phases.
• APP and Assessment for Learning (AfL) are supporting teachers to identify and target the high impact strands in writing and support planning and teaching to pupil needs
• Teachers have a better understanding of effective guided writing practice and are now planning and delivering regular and flexible guided writing sessions to meet the needs of pupils
• Working collaboratively has promoted meaningful learning dialogue and an ethos of sharing of good practice
• The full range of teaching strategies to improve writing, are now more evident. Teacher modelling and demonstration of the writing process are now happening regularly and guided writing is being planned and delivered based on pupil's next steps in learning.

Quotes you think are relevant to the impact on teaching

• 'I now have a much more flexible approach to planning and am happy to take the children's ideas and adapt my planning as I go along.' (Year 3 teacher)
• 'I am much more focused on what the groups need to do to move forward.' (Year 3 teacher)
• 'I have seen my year in ECaW as my most valuable learning year since I started teaching.' (Year 4 experienced teacher)
• 'I am more confident to model the writing process and now explain the authorial choices made as a routine practice.' (Year 4 NQT)
• 'The children are able to talk about their next steps and what their work will look like when targets are met'. (Specialist Teacher)
• 'I am more confident to plan flexibly to take account of the children's interests. We are having so much fun.' (Year 4 teacher)
• Ofsted report (Nov 2009) – 'Pupils make slightly better progress in Years 5 and 6, but, as teaching is improving, pupils' gains in Years 3 and 4 are improving to match those in the older years.

Evidence of impact on teaching

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

Describe the evidence of impact on teaching

NOTE: The following data headlines for Kent were calculated on the submissions from schools received by 5th July. A second, updated dashboard in late August will contain any data received before the 23rd July.

The average Quality of Teaching & Learning at 'Good or Better' was 82.5% in Summer Term compared to 60.2% in Autumn Term

What has been the impact on school organisation and leadership?

ECaW has provided a vehicle to raise standards in teaching and learning and raise attainment in pupils' writing. It has highlighted the power of the lesson study approach to learning. Working in collaboration, teachers have learnt together using quality resources and are exploring the full ranges of teaching strategies to improve writing. The collaborative structure of the programme has allowed teachers the time to reflect on existing practices, trial new initiatives, evaluate the impact on pupil attainment and learning and move their learning forward. The aim and focus throughout centres on pupil learning with a clear focus on the high impact strands in writing that children find most difficult. The results achieved show the impact of ECaW on pupil attainment, both in partnership classes and Specialist Teacher classes. This is raising writing standards in lower KS2 and giving pupils access to key learning earlier.

The success of Kent's first year in the programme has been recognised. The second cohort of Specialist Teachers and schools has now been recruited, extending the project in Kent to 57 schools.

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

Where ECaW has been most effective:

• A fully engaged school:
• Head teacher giving ECaW a high status
• Whole school approach to developing writing
• A culture which encourages the sharing of good practice
• Year 3 & 4 teachers who are willing to engage in professional dialogue about developing their practice and who are receptive to ideas
• Correctly identified pupils for one-to-one tuition
• Quality one-to-one tuition

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

'The inspection team reviewed many aspects of the school's work. It looked in detail at the following:

• the effectiveness of the school's efforts to accelerate pupils' progress in Years 3 and 4

Ofsted report: 'Inconsistencies in the quality of teaching are now being addressed as a result of the close and rigorous monitoring and support for teacher's skills and expertise and this has also contributed significantly to improving lessons.'

Evidence of impact on school organisation and leadership

Having completed their first year in the project schools are now making plans to embed learning and to extend the practice across the whole school. Partnership teachers are leading school CPD to share good practice and Specialist Teachers are providing whole school CPD in their own and partnership schools.

An important part of the lead consultant's role next year will be to maintain the professional development opportunities for the first cohort of Specialist Teachers whilst balancing the CPD needs of the new cohort. There will be opportunities next year for Cohort One Specialist Teachers to mentor and shadow new colleagues to quality assure support. It is important to provide time to embed practices but also to continually look for opportunities to extend and develop skills.