Learning Excellence Award

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16th December 17

Lytham Hall Park Primary School - Good Practice Award

We have developed our pupils' skills to be able to work independently and talk about their learning. Teachers and TA’s are able to support their learning, intervening sensitively to enable learning to progress and to address any misconceptions (basic errors in letter formation, reversals, grammatical errors and phonetic errors). Assessment for learning strategies were developed to promote this dialogue and allow teachers and TA’s to pick up errors swiftly and step in when needed. Teachers and support staff have strong subject knowledge and the resources they need. Pupils are aware of what they are expected to achieve and how to achieve it. Pupils have a good phonic knowledge and know how to apply it to both their reading and writing. They have an increased understanding and confidence in blending to aid reading and writing. Pupil progress in reading and phonics is accurately tracked and is used to inform planning, ensuring accurate differentiation and challenge. Pupils are writing confidently for a range of purposes across the curriculum.

Tarleton Mere Brow CE Primary - Best Practice Award

In 2011 as a new Headteacher at Mere Brow my first action was to start focus groups from Year 2 to Year 6 every morning for an hour in basic Maths and Literacy as looking at previous data and the Y5 and 6 we had a lot of ground to make up!

We levelled everyone, trained staff on what was required as we would be using TAs and teaching staff and myself to take groups of 6 to 8 children. On a catch up, move on program, higher achievers could work with older children and vice versa.

Posted: 18th May 2015 Improving Attainment in Spelling, Grammar and : Adobe Acrobat file (81.6k)

Appley Bridge All Saints CE Primary School - Good Practice Award

In anticipation of the introduction of the New National Curriculum 2014 and current high profile of Grammar, Punctuation and Spelling in end of KS2 assessments we identified GPS as a key focus area in 2013/14.
After  analysing  the  school's  2012/13  GPS  results;  observing  GPS  being taught; analysing results of in-school assessments and scrutinising children's writing it was established that the teaching of GPS needed to be overhauled. As a school we wanted to inspire children to learn and provide lessons that
not only challenge pupils to achieve well but also excite and engage them.
Improving the teaching and learning of GPS was achieved through:
- whole staff training
- moving away from worksheets and closed tasks to practical activities
- introducing a new Lancashire intervention scheme
- getting pupils to see GPS uses in the 'real world'.
We started the year with a parents' meeting during which we explained how GPS was to be taught
in class and what parents could do to support their child's learning at home. Following on from this we made the changes to our practice in the classroom.
We are proud of the progress we have made as a school and our latest Key Stage 2 GPS results
are the highest that school has ever achieved, with 75% of pupils achieving a LS+. We are continuing to build on the good practice established and continue to reflect and review our teaching methodologies to enhance our practice further and ensure that our pupils' love of learning is maintained.

Posted: 18th May 2015 Ensuring all pupils have the opportunity to read : Adobe Acrobat file (101.5k)

Benjamin Hargreaves CE Primary School - Good Practice Award

Following an Ofsted report in September 2013 that highlighted a need for the whole school to develop reading, we decided to focus upon helping pupils to develop a love of reading through using a range of different approaches. The class teachers developed exciting, innovative reading corners within each classroom to encourage pupils to enjoy reading. We invited highly skilled volunteers to come into school to work with individual pupils and hear readers throughout the school. The volunteers are parents, grandparents, governors, retired teachers and community champions from the local supermarket. Each child was registered at the local library and the pupils now attend the library twice in a half term to choose books. We monitor reading across the school and have pupil progress meetings each half term to discuss the progress and attainment of pupils. This allows swift intervention for any pupil who needs further support with reading and it allows us to challenge more able readers. We provide BRP for a pupil in each class and all the TAs within the school are trained to lead BRP. The positive impact of this has already been noted. A HMI monitoring visit commented that " Pupils have made, on average, 13 months improvement since starting on the programme." We have developed comprehension skills through key questions in pupils' individual home reading records and we encourage parents to ask their child  questions and comment on the progress.

Lomeshaye Junior School - Best Practice Award

I addressed the teaching of reading skills across school to ensure a focus was given to high quality teaching and learning that concentrated on vocabulary development and comprehension skills.  Guided reading sessions are embedded and a reading culture has been developed in school.  A vision for reading was created with all stakeholders and shared.  Professional development for teachers and TAs was provided to improve teaching and learning, pupils have more opportunities to read to a variety of different people and build a repertoire of familiar authors.  Development of reading for pleasure has been achieved through reading assemblies (my favourite book), author of the month, use of the Lancashire Library Service, visiting authors, reading challenges and competitions. Intervention, including the teaching of phonics across KS2,  is targeted at different groups and individuals so that they are prepared for the next phase in their education and develop a skill that will be with them for life. Reading standards in school have risen in all classes over the last 2 years, these improvements have been sustained and built upon.  End of KS2 results 2012 were 75% L4+, 25% L5 and in 2013 were 95% L4+ with 43% L5.  Children love to read.

through creative teaching strategies indoors and outdoors

Scorton CE Primary School

 This project focuses on improving standards of phonics, reading and writing through the creative implementation of a Phonics Scheme. It incorporates the use of music, movement, outdoor environment, robust AFL, parental and pupil engagement, flexible role of the teacher/ assistant and an integrated approach to the curriculum. It also demonstrates the effective use of the classroom environment to enable AFL to take place - ensuring all children are aware of their next steps within their Learning Journey.  

Posted: 6th Jun 2013 Getting to Grips with Grammar : Adobe Acrobat file (52.5k)

Barton St Lawrence CE Primary - Good Practice

With the greater emphasis on the teaching of grammar recently, we decided to discuss and evaluate our own teaching of grammar.  Having prioritised this on our school development plan in 2012, we began to prepare for changes this academic year.  We scrutinised the quality of teaching and learning, discussed how we would like to further embed grammar within our teaching, developed an assessment system as well as evaluate the way we wanted our children to learn grammar.  This process has been ongoing since Summer 2012 and we are now proud to have strategies and systems in place to ensure that we have not only raised the profile of grammar within our own school, but are now telling our journey to other schools across the county.


Our journey has been about children enjoying the learning of grammar within a variety of cross-curricular topics; our philosophy is not so much about mechanical practice rather than discovery and really tapping into their long-term memories.  As a result, children have proved that they have a thorough understanding of grammatical concepts.  Furthermore, the assessment system we have developed has enabled us to track misconceptions and gaps more easily.  
 

 

Posted: 6th Feb 2013 Successfully embedding synthetic phonics .... : Adobe Acrobat file (92.4k)

..... to raise standards in reading

Brockholes Wood Primary School  - Good Practice Award

The project was designed to develop a whole school approach to teaching phonics. The intention was to improve teaching and develop a consistent, rigorous approach that would impact on learning for a sustained period of time. The aim was to raise standards and improve reading throughout EYFS and KS1.

We devised and implemented an action plan that ensured the involvement of all EY and KS1 staff. Children were streamed into phonics phases and taught in small groups. This was assessed and monitored closely to target individual children, groups and classes. Boys' attainment and FSM children were particular focus.

Staff took part in training sessions and lesson observations to identify areas for improvement and to access relevant CPD opportunities. Parents were involved to support the phonics program and reading strategies being implemented in school.
The impact of the project is clearly demonstrated in the school EYFS scores, KS1 SATs and Y1 phonics screening tests. The results relating to boys and FSM children have improved significantly.

Posted: 3rd Jun 2011 Improve writing standards at all levels : Adobe Acrobat file (74.4k)

Knuzden St Oswald's C.E Primary School (Good Practice Award)

Raising standards in writing by providing a consistent approach throughout school.  Providing teachers with the means to express high expectations of pupils in a clear way.

.... pupils' achievement of communication and interaction targets.

Mayfield Specialist Schools for Communication and Interaction (Good Practice)

This project outlines the initial stage of a wider scale research project to measure the impact of visual supports on the interaction between staff and students with severe learning difficulties being carried out at our school.
Detailed assessment of students' expressive and receptive language levels, in conjunction with information about barriers to learning, led to targeted intervention, and significant improvement in the communication and interaction of the vast majority of students involved.
Intervention took place though the introduction of language groups to the senior timetable to supplement our existing literacy provision, and help ensure pupils achieved success with their communication and interaction targets.
Each group was organised according to specific language needs and reflected pupils' language and learning profiles. A bespoke set of appropriate resources was developed to support delivery at school and home.
All staff were involved in the delivery of the sessions and appropriate training, planning and support was provided by our Communication and Interaction Consultant.
The results supported continuation and expansion of the project for our 11-19 students and introduction of the project across the primary and early years department from September 2010.
We intend to extend our practice to support our local partner schools to deliver a package of support for students with identified communication and interaction difficulties.

....to raise standards in reading, writing and reading comprehension.

Great Wood Primary School (Good Practice)

Although our reading standards were good, we wanted to improve opportunities for all children across Key Stage 1 and Foundation Stage. Read Write books were already part of our reading scheme and we decided to use the whole scheme to deliver a synthetic phonics approach.

All KS1 and FS staff, teachers and TAs had formal training. We also visited other schools and had visiting teachers and TAs who already used the scheme successfully. Classrooms and other teaching areas were set up and made child friendly.

Children are regularly assessed and grouped into ability groups so that they are working at a similar level. Using all staff means that we can work at a wide range of levels and children enjoy working at a level where they can be successful.

Because of the increased partner work integral to Read Write, we noticed that children were more confident in answering and expressing their ideas. With chance to read to a partner every session, their reading improved and they enjoyed the fun of holding and building a sentence, which helped to improve writing content.

 Without doubt, the idea has been successful. Children, teachers and parents are enthusiastic and the results justify our decision.

Brookfield Park Primary School, Best Practice Award

Working with our ISPC we set up very thorough whole school practices to monitor pupil progress to highlight strengths and areas for development in terms of whole school, year group and individuals. A particular focus was writing. Whole school training was based around this to further skill-up the staff, including literacy intervention to all support staff.

Lesson observations showed that teaching and learning in writing was improving. Half termly writing assessments were moderated across the school. Marking practices were agreed and implemented. Regular writing book scrutinies by Headteacher, Literacy Subject Leader and Assessment Leader showed greater consistency in marking, which led to improvements in writing.

Throughout the time, Class Teachers identified number of learners at age related expectations as well as number of sub levels progress. Also, to support achievement, half termly layered curricular targets were set in writing and shared with learners and parents/carers.

Lesson observations showed that teachers referred to the targets in their lessons. In interviews with learners they were able to talk about their targets and what they needed to reach their target and what to do to improve further. Any learners identified as underachieving (from BAL, AAL and HAL) were included in Class Action Plans detailing action needed to raise achievement.

The impact has been a big increase in the number of learners at age related expectations and more year-on-year progress.

Active Minds Learning Network (Innovative Practice Award)

The focus of the network was to develop more motivational writing starting points, engendering higher levels of pupil interest, using ideas from across the curriculum. It was also hoped that networking would enable the enhanced development of subject leader skills.

The launch of the network centred around key shared values, including the desire to make writing more relevant and exciting and the belief that this was fundamental to change in outcomes. Whole network training included peer to peer planning and whole school training in thinking skills. Reviews of lessons have been conducted in "rounds" of year groups for sharing of ideas and good practice. This has so far inspired diverse and innovative ways of teaching including a film night for Y5/6, a mobile minibeast show for Y1/2 and a theme on space for Y3/4 using shared resources.

The immediate impact on classes involved in this project has been the fun children have had! As classes have had their turn at a Network Project there has been a real buzz from both staff and pupils. The creative tasks that have preceded the writing have led to lots of “talk for writing”. Once the children have had the opportunity to talk about the activity, the task of writing has already started – the ideas are in place.

Posted: 2nd Jun 2008 Raising achievement of Pupils with EAL : Adobe Acrobat file (78.9k)

Cathdral Catholic Primary School

  • Over the last two years there has been an increase in the number of pupils with EAL in our school. The majority of these pupils are from Poland and have joined our school with little or no English. We initially had few strategies in place to provide for pupils with EAL. We therefore needed to plan how we could address the needs of these pupils as quickly as possible to make their transition as smooth as possible.
  • The Senior Management Team liaised with the EAL support services, who assessed the pupils and met them weekly to support their learning of English. In class, teachers planned differentiated tasks that would help the pupils in their language acquisition. We also wanted to ensure we were meeting the emotional and social needs of our Polish pupils. We contacted a member of the local Polish Church community, Mrs Laing, who was then employed to work with the pupils once a week. Initially this involved providing opportunities for the pupils to speak in Polish about the work they had been doing in class and any difficulties they were experiencing. Mrs Laing was able to provide the vital communication link between the pupils and the teachers so that the pupils' needs could be met. This helped staff to develop their skills for meeting the needs of pupils with EAL.
  • The work of Mrs Laing diversified to include academic support and parental involvement. The impact of this is reflected in the academic progress of the pupils and the parents' involvement in our school life.
Posted: 24th Jul 2008 Smart Sounds- Innovative use of ICT to support ... : Adobe Acrobat file (58.8k)

... phase one of Letters and Sounds

Rosegrove Nursery School

• The project of developing ICT resources to improve speaking and listening skills has been hugely successful and satisfying.
• It is part of the School Development Plan to improve the children's communication skills. As ICT is a strength of the nursery, we decided to develop our existing knowledge and resources to address this issue.
• All the staff had training in using the Letters and Sounds document and when considering ways of using ICT to enhance our provision we decided that the best way forward would be to create our own bespoke resources. For this reason we decided to initially develop activities that would support Phase One of 'Letters and Sounds'.
• We contacted the ICT advisory service and arranged consultancy meetings with the Early Years Advisor where we identified equipment and software which would help us.
We have developed resources using smart note pad, talking resources, recording and editing software, digital cameras and digiblue cameras amongst other resources. Most activities are presented as games or challenges and we try to cater for visual, auditory and kinaesthetic learners. As we can differentiate the activities according to ability, we have found all the children to be enthusiastic and motivated learners who achieve success.

Posted: 19th Jul 2006 Read for Fun : Adobe Acrobat file (101.2k)

(Good Practice Award)

St. Stephen's C.E. Primary School

The Read for Fun project started about five years ago as part of an initiative from a Business in the Community Programme.  It was called “Right to Read”, but when the funding was stopped we continued with the initiative and changed the name to “Read for Fun”. 

We usually have six volunteers from the University of Central Lancashire who come into school for one hour each week.  They each hear four Year 2 children read for fifteen minutes.  The children’s reading ages are checked before and after each twelve week period.  The results have been amazing. 

We are also involved in the induction of volunteers at the University, using a powerpoint presentation to explain strategies for reading and school procedures etc.

At the end of each 12 week period we have a Celebration Assembly with the whole school.  The children are presented with certificates and small gifts from UCLAN and the children give their volunteer a gift to say thank-you.  It has proved to be a huge success.

 

Posted: 24th Jul 2008 Developing Assessment for Learning to ... : Adobe Acrobat file (74.3k)

... enhance teaching and learning

Coppull St. Johns C.E. Primary School

We have identified a greater need for assessment to enhance and improve the teaching and learning throughout the school. We have implemented a strong Assessment for Learning environment where assessment is used to inform future planning as well as being shared with children, to empower them to take control of their learning and support them to challenge themselves. Following detailed SATs analysis, challenging but achievable targets have been set for all pupils and clearly shared with the children and their parents/carers. In EYFS and KS1 these are shared in a stimulating and exciting manner and the children enjoy self - evaluating themselves and seeing if they have achieved their targets. All children are assessed at the end of each term in literacy and Numeracy and this is carefully tracked over the year to ensure that every child is given the chance to reach their true potential. Because of this careful and detailed tracking, standards have dramatically risen. The impact of this has been that all children are on track to reach their true potential.

Posted: 19th Jul 2006 Developing Speaking and Listening through Role Play : Adobe Acrobat file (112.4k)

(Innovative Practice)

Lord Street Primary School

Through SATs analysis and teacher discussion staff felt that in order to raise standards further, the school needed to focus on speaking and listening

Staff felt a fantasy role-play room in the infants would provide children with opportunities to practice their speaking and listening skills. Staff, which reflected curriculum topics, chose themes for the room and staff felt would give opportunity for extending writing and inspiring imagination.

The broad themes also allowed for extra small world activities and gave opportunity for extended writing in class. The three themes Space, seaside and woodland were resourced with costumes, games and books to encourage development of listening skills and social skills. Staff noted that children spoke more confident in groups in the role-play room and that the acquisition of new vocabulary was easier as children were in an appropriate context.

The role-play room still needs further development. This will be through access and giving children more opportunities for writing. The school will then analyse the impact on achievement at the end of the keystages.

Cuerden Church School

Our school was delighted to have the work we had undertaken, to improve literacy skills through an enriched curriculum, recognised with a Learning Excellence Award.

Many of our children have limited experiences outside their local environment and so we hold Special Interest Weeks to help to address this.  The School Council are responsible for choosing the topic and the staff plan the week together.  Outside visits and visitors are a major feature of the week and the children particularly enjoy the activities, which mean that they work with pupils from other classes.  Industrial and multi-cultural awareness is raised during these weeks and topics have included: sport, food, puppets and Bloemfontein.

The impact on the children’s speaking and listening in particular has been extremely positive, as indicated by both KS1 and 2 SATs.

Posted: 6th Aug 2008 Innovative use of ICT- bringing a sense of ... : Adobe Acrobat file (78.4k)

... community and calm to the school day

St Augustine's Roman Catholic Primary

  • Following a TIPD visit to Thailand, staff have worked to implement some of the systems and behaviours they observed.
  • The journey began with the introduction of a live daily broadcast to all classes through their Interactive Whiteboards.
    The broadcast includes notices, prayers and a short meditation. It is led by the pupils who read a pre-prepared script from laptop computers.
  • The meditation has been particularly effective in calming and focusing the pupils for the day ahead.
  • The pupils are encouraged to improve their speaking and listening skills, as they take the role of audience or broadcaster. Pupil's independence is challenged, as they take responsibility for setting up the broadcast equipment. The pupils experience a sense of belonging and importance in the school community.
  • Through brainstorming sessions with staff, the broadcast system was developed further, so that it is now used at other times in the school day, to deliver interviews with local MPs and visitors, quizzes and competition results.
    Another innovation implemented was a change to the traditional school bell system. The school now uses music as indicators for breaks in the school day. The music has a calming effect on pupils as they move around the school building for break and lunchtimes.
  • The music system was developed further by using special music for specified occasions to create desired moods and atmospheres around the school - e.g. 'we are the champions' was played on the walk out to sports day.

Raising Achievement, Raising Enjoyment (Good Practice Award)

Wennington Hall School (EBD)

This project set out to raise the achievement of disadvantaged pupils focusing on their literacy levels within a 1 to 1 support programme. The programme built on the success of individual learning plans supported by Teaching Assistants. Incorporating PIVATS and developing a Reading Club ensured that both the diagnostic requirements and the individual targeting were met, plus raising the enjoyment of reading. The Teaching Assistants use a variety of structured reading schemes and library books chosen by the pupil to read to/with the pupils. By focusing on raising literacy levels, we feel that the obvious criteria of improving reading ages has been achieved but further than this, the attitude to reading has developed; the confidence to have a go and support each other has been encouraging. Particularly important to an EBD school has been the pupil’s ability to manage the arrangements for leaving and returning to class – managing their own behaviour. The project has added to the positive ethos of the school and raised the standards in teaching and learning.

... in the Foundation Stage (Good Practice Award)

Springfield Community Primary School

From the opportunity provided by the creation of a brand new Foundation Stage unit, the newly appointed staff identified high quality practice including planning speaking and listening skills into all six areas of the curriculum. Further emphasis on speaking and listening skills is provided through role play, through circle time and through considerable use of visitors and storytellers. The impact of the emphasis placed on speaking and listening skills has been considerable. Children are now far more confident in expressing their thoughts and feelings and are better able to use appropriate vocabulary and learning from across the curriculum. Children’s self-esteem has improved in an environment that enables them to take risks in their learning.

... and improving vocabulary and articulation (Good Practice Award)

Walverden Primary School

 I was very proud to receive on behalf of our children and staff, our Learning Excellence Award. For me, it was recognition of the staff's work in addressing the needs of our children. A large percentage of our children speak English as a second language and others have limited command of speech. Our "failure" to meet National Standards particularly at the end of Key Stage 1 should not be seen as a criticism of our children or our hardworking staff.
 
The project evolved by our determination to spend time teaching the children how to speak (in both English and Punjabi) and how to listen. We had to demonstrate and use strategies to illustrate how words go together and give children a wider vocabulary. Children also worked co-operatively with each other in "Talking Partners" and parents were involved through paired games sessions.
 
We have valued the experience of Azra Butt, the EAL Pilot Co-ordinator, who guided us and helped us to evaluate and modify our practice.

Posted: 11th Apr 2008 To enhance writing across all curriculum areas : Adobe Acrobat file (139.7k)

Lordsgate Township C.E Primary School

Lordsgate C.E Primary School

Our Self -Evaluation Booklet came about after analysis of standards. It revealed a weakness in the transference of writing skills to tasks set outside the Literacy Hour – specifically, poor knowledge retention of the features of different genres. Staff felt that the children needed a useful tool by which they could self-evaluate their work and which would also provide a reference guide to help them with their writing. This resulted in the development of our Self-Evaluation Booklet which was designed by staff and then trialled by both staff and children.  

The booklet aimed to encourage children to become confident, enthusiastic and accurate in the self-evaluation of their writing, particularly with regards to writing in different genres. We felt that if they achieved this, they would become more aware and take ownership of their areas of strength and weakness.

As a result of the implementation of the booklet, our children display a renewed interest in writing and evaluating, not just their own, but other pupils' work. They are aware of their targets and use their books confidently across all curriculum areas. It has become a valuable assessment tool and reference guide for all staff.

... through improving teaching and learning (Best Practice Award)

Garstang St. Thomas C.E. Primary School

Following concerns over Key Stage One national test results in 2000, the school undertook a self-evaluation to identify strengths and weaknesses in teaching and learning.  As a result, an additional teacher was appointed for KS1, allowing a reduction in class sizes. Short and long term targets were set for literacy and numeracy and strong emphasis was placed on enriching feedback the children received on their learning.  A phonics programme and other learning resources were purchased and additional SSA hours provided.  Learning environments were improved and the Foundation Stage Curriculum introduced.  The school was given the DfEE School Achievement Award in 2002 and the Basic Skills Award in 2004.

The project has been continually reviewed and evaluated by staff and the SMT.   There has been a year-on year improvement in KS1 assessment results.

...to reading in Keystage 1(Good Practice Award)

ALSTON LANE CATHOLIC PRIMARY SCHOOL

The main aims of the project were:

  • To ensure that children are able to take appropriate responsibility for their own learning in relation to reading, leading to higher standards in reading.
  • To encourage a greater enjoyment of reading for pleasure.
  • To develop a "can do" culture.

Through a series of training events (e.g. learning styles), organisational changes (e.g. book banding) and building development, many of the initial success criteria have been achieved. The children in the reception class enjoy reading and choosing their own books. Reading is not just something that is done to them. Parents comment on this in reading diaries such as "He enjoys his reading and likes to show off his new talent", "she is enjoying all her books….she is very enthusiastic about her homework"  and from a year two child "I do lots of reading every day. I am getting on well."  Test results at Year 2 have improved in 2005, with outcomes being much better than their SATs chances predictions on the PIPs data.

Brookside Primary School Clitheroe (Good Practice Award)

 

The main aim of this project was to try to raise progress in writing to be similar to progress in reading, mathematics and science in the school. This began with an intensive series of training sessions followed by strategies such as target statements for writing, use of the ‘Progression in Writing Assessment’ booklet and writing prompts to support the children throughout school. More recently, a writing portfolio was started.

 

All staff were involved in moderation meetings where different pieces of levelled work were viewed.  A whole school system for assessing writing was introduced, along with systems to use assessments to inform planning. Literacy prompts were displayed for children to use.

 

As a result of this work, standards in writing have risen. More focused marking, assessing and planning of next steps have encouraged increased progress and children display a more positive attitude to marked work. They are also more confident to write in different forms throughout school and children were keen to enter a recent ‘Young Writers’ competition - and 20 winners were selected for publication.

Posted: 24th Jul 2008 Improve Achiement in Writing ... : Adobe Acrobat file (77.8k)

... Across the Whole School

Lytham C.E. Primary School

The main aim of our project was to raise achievement in writing in line with that of mathematics and science. In depth question level analysis of statutory and non- statutory SATs helped us to focus on the areas of writing which we needed to improve upon. With support from a Literacy Consultant, a detailed improvement plan was drawn up. Teaching and non-teaching staff attended training focusing on improving standards by implementing a plan which would ensure a clear progression from reading to writing. New teaching and learning strategies were introduced such as target statements for writing, writing prompts and interactive Literacy walls. Marking and feedback ensured that the children were clear about the next steps in their learning and were involved in the assessment for learning process. All children now display a more positive attitude to writing and have fun! Our Year 6 children recently entered a 'Young Writers' competition and 20 winners had their work published.

Shakespeare Primary School

Raising standards of speaking and listening through the development of a shared Year 1/2 Role Play Area (RPA) and the implementation of the Hanen strategies throughout Key Stage 1 and Foundation Stage.

Posted: 5th Feb 2008 Raising standards in writing through ... : Adobe Acrobat file (55.1k)

...closing the gap between marking and pupil self evaluation.

St Bernadette’s Roman Catholic Primary School (Good Practice Award)

• The main aim of this project was to try to raise standards in writing in order to achieve the higher Level 5, overall in English, at the end of Key stage 2. We began the project by going back to our marking policy and including a section on how we would use Assessment for learning to close the gap in writing. We also had a series of training sessions to focus on how we could include the children in the marking and target setting.

• All staff were involved in the moderation of work and we shared good practice. A whole school policy for the marking of writing was set up and pupil self-evaluation was progressive throughout the school. We also focused on the Learning environment to make sure that learning prompts and marking ladders were displayed for use by the children.

• As a result of this work, standards in writing have risen. Marking is rigorous and focused especially in Upper Key stage 2. The children are fully involved in the marking process and are motivated and enthusiastic about self evaluation.

Posted: 6th Feb 2013 Literacy book making project : Adobe Acrobat file (72.7k)

Aughton Christ Church Primary - Innovative Practice Award

Promoting writing though the creative curriculum, involving parents in their children's learning, developing links with experts and outside agencies to enhance experiences for the children and enthusing boys about writing are key focuses of our school. Our project involved us holding a joint parent/child workshop at the local art gallery for the (34) year 5 children. At this two hour workshop, they were shown different ways of creating a book, defined as a way of encasing and holding their work. All children were then given a differentiated brief to write a story, using their learnt narrative skills.

Through clear differentiation and individual targets, all children were challenged at their own level, especially GAT children who were given the brief of designing sub plots and flashbacks that would thread throughout their story. The chosen theme of 'Adventure in the Rainforest' linked into our wider curriculum and ensured motivation of the boys who thrived in the four week homework project.

Each child independently produced an outstanding story that, with parent support, is superbly presented in the form of a book. They currently form part of our class library and the children are enjoying reading each other's stories – real writing for purpose.