On pupil learning
What has been the overall impact on pupil learning?
All children have made at least one sub-level of progress across the year.87% have made at least two sub levels of progress across the year.5 children (17%) made 3 sub levels of progress across the year.
All children have made at least one sub-level of progress across the year.80% have made at least two sub levels of progress across the year.2 children made 3 sub levels of progress across the year.3 children made 4 sub levels of progress across the year.1 child made 5 sub levels of progress across the year.
Children receiving 1:1 tuition
Of the six children receiving 1:1 tuition, four made 2 sub levels of progress, and two made 3 sub levels of progress across the year.
Thoughts you think are relevant to overall impact on learning
- Rigorous use of AfL was key to identifying development points for individuals and groups of children, and planning adjusted to meet these needs through whole class and guided teaching and learning. Guided groups were flexible to accommodate and target individuals with similar developmental needs. Guided teaching and learning took place throughout the teaching sequence and across unit phases, and included guided talk, for example to aid planning. Guided sessions also drew upon modelled, shared and supported writing/composition.
- Children were aware of targets and how these can be met in their written work.
- Teachers were aware of next steps for learning and how to move children forward. Support for Writing materials were used to inform teacher’s planning, etc, and approaches to writing, for example techniques, use of texts, etc were selected to maximise opportunities for progression.
Quotes you think are relevant to overall impact on learning
Because my teaching is more focused the children are picking up more skills and incorporating a range of different ideas in their writing. The standard of writing they produce is high.Y4 teacher
We targeted children who were achieving below national expectations. Through target teaching and the use of APP and steps in learning, children have made good progress and are now meeting national expectations. The children experienced a range of strategies throughout their literacy lessons introduced through the ECaW programme. We encouraged the children to see themselves as writers, and to promote the enjoyment of writing. They responded well to the techniques and strategies and enthusiasm was seen in many lessons.Y3 teacher
I have learnt how to make my writing better. I am good at writing.Y3 boy
I am good at writing stories.Y3 boy, SEN
I like literacy because we get to do writing.Y3 boy
I’ve learned that you can start sentences in different ways.Y4 girl, who had using a range of sentence openers as a target
I think writing in class is good because you can get ideas that are completely different from your own.Y4 boy
Quantitative evidence of impact on pupil learning
- Periodic teacher assessment
Qualitative evidence of impact on pupil learning
- Observation outcomes
- Pupils' work
Describe the evidence of impact on pupil learning
Pupil progress data.
Pupil comments. (See quotes above)
What has been the impact on teaching?
- One supported teacher moved from Satisfactory to Good, the other supported teacher from Good to Outstanding, based on observations of teaching and learning as part of performance management procedures.
- Practitioners have cascaded their experience and skills across school.
- 85% of teaching of writing within the school was judged to be good or better.
- Practitioners are more confident with assessing writing, and using findings to inform future teaching and learning.
- Practitioners are more secure using a range of strategies to teach writing.
- Guided writing is established across the school.
Thoughts you think are relevant to impact on teaching
Head teacher prioritising improvement in writing and allocating time for CPD.
Team teaching and lesson studies were central to teachers securing new skills and having the confidence to implement them in their own classrooms.
Joint assessments of writing, during moderation meetings and through ECaW support sessions, enabled teachers to further develop their understanding of a range of writing and levels of writing, and shared action planning to meet learning needs enabled the sharing of ideas and approaches. SMT, including the lead teacher, were involved in this process, supporting discussion and planning.
Quotes you think are relevant to the impact on teaching
I have become a lot more focused and precise during guided teaching. I also do a lot more modelling of writing, and focus on specific skills during a lesson. I use ideas from TfW like magpie ideas from texts, story maps, writer talk, boxing up. The video clips from National Strategies have been useful to see ideas in action.Y4 teacher
The support provided gave me ways to implement strategies and improve my planning and delivery of literacy. It has given me greater confidence with modelled and guided writing, and I now feel very confident in these areas and previously had not! It has given me time to look at individuals, through tracking and cluster meetings. Discussing children and their issues in literacy enabled targeted teaching and implementing new strategies to support and encourage specific children to make progress.Y3 teacher
Evidence of impact on teaching
- Evidence from observation and monitoring
- Evidence from planning
- Teacher perceptions
Describe the evidence of impact on teaching
Evidence from observations and monitoring, evidence from planning and book scrutiny, teacher perceptions.
On school organisation and leadership
What has been the impact on school organisation and leadership?
The School Improvement Plan for improving writing includes action and development points based on the principles of ECaW, i.e. ensuring faster and more consistent progression in writing, establishing modelled, shared, supported and guided writing throughout the teaching sequence, using assessment to inform teaching and learning, and enabling more a creative approach to the teaching of writing through, for example, experiential learning and use of quality texts.
Staffing for next year allows for further cascading of experience to other members of staff as one supported teacher is working alongside an NQT in Y4, and the other is moving to Y1 to support improvements in writing, and ECaW programme will continue next year, with both Y3 teachers being supported, along with a similar programme for KS1, where the two Y2 teachers will be supported. Lead teacher has been involved in writing projects in Y5 and this will also continue next year.
Literacy coordinator not class based to allow for targeted intervention (group and 1:1) for writing across the school, and to help facilitate team teaching and classroom based support for CPD.
1:1 tuition to be extended across the school to enable more children to be supported in this way as the approach has proved successful through ECaW. Additional staff have been recruited to provide 1:1 tuition, and lead teacher will also be involved in this process, including quality assurance and monitoring of tuition sessions.
Planning policy adjusted to encompass principles of ECaW, for example, guided sessions to be included throughout the teaching sequence, WOW starts to be included, inclusion of experiential learning, AfL used to inform unit planning and guided sessions.
Framework units adjusted to include creative approaches to teaching writing, and to meet the needs of ‘real’ learners.
Guided learning embedded across the school.
Schools, both supported and other leading schools, sharing good practice and working collaboratively on projects and moderation of writing, for example lead teachers were involved in multi-school moderation of final Y6 assessments.
Thoughts you think are relevant to overall impact on school organisation and leadership
Improving writing was central to School Improvement Plan and therefore lesson observations, cross curricular book scrutiny, pupil interviews, CPD, allocation of budget, performance management targets were focused on writing. Being involved in ECaW supported the school in addressing issues in writing, providing resources and a support system to improve progression and standards in writing.
The support of the HT was also important, allowing the lead teacher to work in other classes and schools, and recognising the importance of the skills the lead teacher brought back to school.
Quotes you think are relevant to overall impact on school organisation and leadership
The project was embedded in our whole school improvement key objective -To raise standards in writing. Children in both classes involved have made progress, with some making outstanding progress. More significantly, the children have started to enjoy writing and see a purpose for writing. The impact on the teachers involved has been significant. Already good teachers, they feel far more secure with the teaching of writing and have a much deeper understanding of how to teach specific skills in writing to meet the needs of groups and individuals. They are also able to guide children’s writing in other areas of the curriculum to greater effect. Although the project itself was in two classes, there has been sharing of ideas and strategies across school. All staff have been involved in CPD around writing and there has been improvement across the whole school in standards achieved in writing. Throughout the project, the lead teacher has involved the leadership and management team, sharing ideas and seeking advice.Professional development for the lead teacher has been great-leading in your own school is expected, but taking it into other schools is on another level. Although it presented some challenge, Dominic was able to get through this and come through strong enough to continue into a second year!Head Teacher
The use of assessment to inform teaching and learning, and to identify steps in learning, has enabled children with difficulties in writing to make accelerated progress. They are also more enthusiastic and enjoy the writing process.Assistant Head Teacher/SENCO
Evidence of impact on school organisation and leadership
Approach to planning literacy reviewed and updated.Planning shows inclusion of daily guided teaching.Increased networking between schools.Subject leader developing colleagues within and beyond own school.