Impact of coaching/mentoring staff on the standards of writing via the Every Child a Writer programme
School or setting
- Authored by:
- Michelle Armson
- St Philip Neri with St Bede RC Primary and 2 other schools
- Type of school:
- Local Authority:
- East Midlands
- Free school meals:
- 20 - 35%
- ISP aspect:
- Learning and teaching, Pupil tracking dd>
- Year groups:
- Year 3, Year 4
- Whole school:
- People involved:
- Number of classes:
- Number of adult learners:
- 6 teachers.
What were your reasons for doing this type of development work?
As a Leading Literacy I was asked to work with six year 3 and 4 teachers in three schools, including my own. My remit was to coach and mentor staff in order to increase their knowledge and understanding of the teaching of writing, so that the standard of writing would meet national expectations (level 3b) by the end of Year 4.
Who might find this case study useful?
- National Strategies consultant
- Senior leadership team (SLT)
- SIP (School Improvement Partner)
Positive impact of individual mentoring/coaching on the whole school
Increased staff confidence in teaching writing
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The intention was that the majority of pupils made 2 sub-level progress in writing over the school year. Approaches included Assessment for Learning (AfL), peer coaching, mentoring and partnership teaching.
It was found that in the autumn of 2009, 59% of pupils met age-related expectations (ARE). Teachers' confidence in teaching writing and their knowledge improved. A new system of Pupil Writing Targets was adopted.
The crucial thing that made a difference was the support of the head teacher allowing new systems of working to be introduced and providing staff with the time and impetus to carry out effective planning and assessments.