Primary e-newsletter: Spring 2010

Communication, Language and Literacy Development (CLLD)

Analysis of Key Stage 1 outcomes in schools targeted for local communication, language and literacy development (CLLD) support shows very significant improvement against the national picture. CLLD schools improved in both reading and writing by 3 per cent overall - both at Level 2+ and Level 2b+. This impact clearly shows the difference that systematic phonics and focused attention to language comprehension make to children's progress in reading and writing.

The tools and resources of the CLLD programme are available to every school and the clear evidence of the impact from following its guidance should encourage all schools to review their own practice in early literacy in relation to the CLLD approach.

Resources

Systematic daily phonics teaching is a key element of the CLLD approach to the teaching of early literacy. Teachers need to feel confident about assessing children's command of phonic skills and knowledge if they are to plan effectively. New assessment and tracking guidance in phonics (link opens in new window) draws together some existing and some new guidance materials that provide support for teachers and practitioners in reception and Key Stage 1 classes when making judgements about their children's progress through the phonic phases.

Other resources within the CLLD section of the National Strategies web area include writing samples (link opens in new window) that demonstrate how children's independent phonic knowledge and skills are applied into writing. The writing of children in reception and Year 1 classes is being tracked and shows the progress that the children are making over time. These samples provide teachers and practitioners with a valuable resource to support the strengthening of the understanding of progression and assessment for learning.