What specific curriculum area, subject or aspect did you intend to have impact on?
- English - writing
How did you intend to impact on pupil learning?
As staff became more knowledgeable and therefore confident in the writing process, their teaching would become more focused and, therefore, the standards would improve.
What were your success criteria?
That the majority of pupils made 2 sub-level progress in writing over the school year and more pupils met Age Related Expectations (ARE).
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?
- Periodic teacher assessment
What did you do? What teaching approaches (pedagogy) did you use to achieve the intended impact?
- Assessment for Learning (AfL)
- Peer coaching
- Teaching sequences
- Use of pupil talk for whole-class teaching
Describe the teaching approaches you used
As I worked with teachers, my teaching approaches are covered in the CPD section of this study.
As the title of this study suggests, my role was mainly one of coach and mentor. However, I also taught demonstration lessons - showing the process of planning through to lesson delivery using the Primary Framework for Literacy.
I also responded to the needs of staff, by planning and delivering Guided Writing sessions in each teacher's class. This showed how Assessment for Learning could be incorporated into the Literacy lesson.
What teaching resources did you use?
National Strategies - Talk for Writing publications: http://nationalstrategies.standards.dcsf.gov.uk/node/163592
Using Talk fro Writing: http://nationalstrategies.standards.dcsf.gov.uk/node/197313
National Strategies website: http://nationalstrategies.standards.dcsf.gov.uk/
What did you do? What approaches to CPD and learning for adults were used?
- Partnership teaching
Describe the CPD approaches you used
I worked with six members of staff, all of whom were at different stages of their career and had widely differing levels of subject knowledge, confidence and ideas of how to teach writing. Therefore, my approach had to be adapted to match the needs of the individual. I was careful that my role was supportive and sustainable. I acted as coach and mentor and was able to use my own experience, as a practising classteacher under the similar day-to-day pressures as they were.
I took on the role of mentor and coach. I listened actively and gladly shared my knowledge with them when appropriate, with the ultimate aim of improving the standard of writing in their class.
Primarily, I ensured staff understood the guidance in the Primary Framework for Literacy. Talk for Writing was a major innovation for staff, especially for those who had not received any LEA training. We watched Pie Corbett on the Talk for Writing DVD and tried to match some of the suggested activities to their lesson objectives. The Talk for Writing booklet, which summarised the pedagogy, was well received.
However, the majority had limited experience of Assessing Pupils' Progress (APP) or Assessment for Learning (AfL), Pupil Writing Targets or the Support for Writing materials - all of which could impact on standards.
To enable staff to develop a greater understanding of the above, we engaged in the practical application of these tasks. For example, we took examples of 2 or 3 children's work and used these to fill out the APP grids. This was enormously beneficial as all staff began to see the value of the grids in pin-pointing the children's gaps in knowledge and understanding, as well as giving a "snap-shot" National Curriculum level. Therefore, it highlighted the benefit of APP for diagnostic as well as summative assessment. All the staff were well motivated during these sessions. After all, this was a task that needed to be done for the latter reasons and we had been given the time to work collaboratively.
Once the significance of APP had been established, I was then able to help staff with how they might go about filling the gaps in children's learning. For example, I demonstrated a Guided Writing session in each class. We chose the children and the objective based on prior assessment. Afterwards, we looked at how Guided Writing could be incorporated into the weekly planning and how it should and could become an integral part of the Literacy lesson.
One member of staff (to be known as Mr Y) was particularly interested in how the APP focuses and objectives were linked to the Pupil Writing Targets. Using the National Strategies website, I was able to show how to move from gaps in pupil knowledge, to identifying the relevant Pupil Writing targets, to then securing learning via the appropriate pedagogy in the Support for Writing section of the website. Using the work undertaken with Mr Y, I undertook similar activities with the whole staff of my school. Together we devised a Target sheet, which has been adopted by my school and two others. The targets link directly with the Assessment Focuses (AFs) and the Strand Objectives (see sample Writing targets on Teaching Approaches tab). Therefore, children have the targets in their own language in an attractive and motivating format. The impact has been very positive, in that children can see what they have achieved and what they need to do to move to the next level of attainment. Staff liked the format as it was simple to implement and did not require time consuming administration. This has been one of the positive aspects of the ECaW project.
What CPD materials, research or expertise have you drawn on?
Materials provided by ECaW:
Implementing Every Child a Writer support booklet. (Ref: 00719-2009BKT-EN)
Assessment Focuses (Writing assessment focuses; see Attachments)
Who provided you with support?
- External agency
- Local authority staff
How were you supported?
- Attendance at 3 national conferences
- Cluster meetings
- Literacy Consultant support
- Nottinghamshire Literacy team