Improve achievement in phonics and writing through accurate and effective use of feedback and marking. |
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.
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.
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.
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.
..... 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.
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)
Great Wood Primary School (Good Practice)
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.
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.
Cathdral Catholic Primary School
... 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.
(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 childrens 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.
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 childrens speaking and listening in particular has been extremely positive, as indicated by both KS1 and 2 SATs.
... community and calm to the school day
St Augustine's Roman Catholic Primary
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 pupils 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. Childrens 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.
Lordsgate Township 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:
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)
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.
... 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.
...closing the gap between marking and pupil self evaluation.
St Bernadettes 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.
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.