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1 qwertyuiopasdfghjklzxcvbnmqwerty uiopasdfghjklzxcvbnmqwertyuiopas dfghjklzxcvbnmqwertyuiopasdfghjkl Reading by Six How the best schools do it St Stephen and All Martyrs CE Primary zxcvbnmqwertyuiopasdfghjklzxcvbn School mqwertyuiopasdfghjklzxcvbnmqwer Spring Term 2015 Teaching and Learning Governor Discussion tyuiopasdfghjklzxcvbnmqwertyuiopa sdfghjklzxcvbnmqwertyuiopasdfghjk lzxcvbnmqwertyuiopasdfghjklzxcvb nmqwertyuiopasdfghjklzxcvbnmqwe rtyuiopasdfghjklzxcvbnmqwertyuiop asdfghjklzxcvbnmqwertyuiopasdfghj klzxcvbnmqwertyuiopasdfghjklzxcvb nmqwertyuiopasdfghjklzxcvbnmqwe rtyuiopasdfghjklzxcvbnmqwertyuiop asdfghjklzxcvbnmrtyuiopasdfghjklzx cvbnmqwertyuiopasdfghjklzxcvbnm qwertyuiopasdfghjklzxcvbnmqwerty

2 Too many children in England do not read or write well enough by the time they leave primary school. The proportion of 11-year-olds that reach the expected level (Level 4 of the National Curriculum) in English has risen slowly to 89% and the national average point score for reading at the end of Key Stage 1 has risen very slowly to 16.5 in The best primary schools in England teach virtually every child to read, regardless of the social and economic circumstances of their neighbourhoods, the ethnicity of their pupils, the language spoken at home and most special educational needs or disabilities. A sample of 12 of these schools finds that their success is based on a determination that every child will learn to read, together with a very rigorous and sequential approach to developing speaking and listening and teaching reading, writing and spelling through systematic phonics. This approach is applied with a high degree of consistency and sustained. If some schools can do this, it should be a moral imperative for all primary schools. This study shows that primary including infant schools can achieve very high standards in reading if they focus on this objective, adopt a consistent approach and make every minute of every lesson count. The diligent, concentrated and systematic teaching of phonics is central to the success of all the schools that achieve high reading standards in Key Stage 1. This requires high-quality and expert teaching that follows a carefully planned and tightly structured approach to teaching phonic knowledge and skills. Pupils are given opportunities to apply what they have learnt through reading including time to read aloud to adults to practise their decoding skills writing and comprehension of what they are reading. The best phonics teaching is characterised by planned structure, fast pace, praise and reinforcement, perceptive responses, active participation by all children and evidence of progress. Effective teachers are highly trained to instil the principles of phonics, can identify the learning needs of young children and recognise and overcome the barriers that impede learning. Schools with Nursery classes begin such teaching early on. The curriculum gives children rich opportunities to talk and listen in a wide range of contexts. This contributes to developing their familiarity with books and stories and their knowledge of the meanings of words. There is a strong focus on developing the children s capacity to listen, concentrate and discriminate between sounds. Well-structured resources are used appropriately, either individually or in combination, to support the teaching programme. Phonics teaching is monitored to ensure consistency and steps are taken if improvement is called for. The assessment of individual pupils progress, phonic knowledge and skills is sufficiently frequent and detailed to identify quickly the pupils who are failing, or in danger of failing, to keep up with their peers. Effective provision for them to catch up is put in place early and there are high expectations of what all pupils should achieve. Children should be involved in the assessment of their progress and receive

3 regular supportive feedback on their work. The quality of formative assessment and the interaction that stems from it make an important contribution to learning. All children should be reading at standards appropriate to Level 1A/2C when they are six, that is, by the end of Year 1. Children at this stage who are still struggling to read should have individual support which is carefully attuned to overcoming barriers to their phonological development. In any school where the teaching of reading and writing falls below the outstanding benchmark and pupils achievement lags behind that in the most effective schools, there should be a critical focus on the teaching of phonic knowledge and skills. Shortcomings in the rigour and fitness for purpose of schools programmes for phonics teaching should be redressed urgently, for example through using a highquality synthetic phonics scheme. This should be accompanied by training for staff to use it, by rigorous monitoring of the implementation of the programme, especially the quality of the teaching, and by evaluation of the impact of the programme on pupils decoding and spelling skills. St Stephen and All Martyrs Ofsted Spring term 2013 There is a clear emphasis on reading development throughout the school. The whole-school reading programme is having a positive impact on developing pupils reading skills and as a result, is successfully raising pupils attainment in reading in all key stages. The whole-school reading programme is very effective and is accelerating the development of pupils literacy skills across all stages. Pupils read a wide range of fiction and non-fiction books, which support learning across the curriculum. They make good use of their phonic skills (linking letters to the sounds that they make) to help them read difficult words. Phonics sessions are well organised with tasks that match pupil s needs. This enables pupils to make at least good progress. Given their starting points, almost all pupils make good progress throughout the school, particularly in reading and writing. (Ofsted st February 2013)

4 St Stephen and All Martyrs Primary School Our School St Stephen and All Martyrs serves mainly white British families but there has in recent times been an increase in ethnic minority children attending. Children begin their life in reception with a wide range of pre-school experiences and standards in Literacy are usually below and have been significantly below age related expectations. There is a huge commitment from staff to ensure these children make as much progress as possible and staff are constantly refining their approaches to phonics teaching and support for reading. In recent times there has been a year on year improvement in reading. We want to improve on this and go beyond the national average for reading at key stage 1. A relentless programme of Quality First Teaching backed up by targeted professional development and rigorous assessment and intervention. This is our ambition! Key Stage 1 results 2014 (Reading)

5 The reading points scores for 2014 (2014/15 Year 3) was 16.3 which was just below the national average by 0.2. The results have fallen by 1.1 in comparison with Results have been above or close to the average for the past 4 years. The 2014 levels in Reading was above the national average at L2c+ (93%) by 3%, were below the national average at 2B+ (77%) by 4% and below the national averages at L3 (27%) by 4%. Audit of Current Practice Guided Reading In reception, guided reading takes place weekly. Each child receives one session per week with the class teacher or Teaching Assistant. IN KS1, the children have access to five sessions which are flexible. Each group are assessed at the end of each session and a decision is made whether these children need extra teaching time or another group of children are taught. Children struggling or achieving well can join other groups to support them further or challenge them. Reading Corners All classes now have a dedicated reading corner and books on display support learning each term. We are somewhat restricted with the amount of space we have in each class and staff have done their best to provide reading areas that will engage children. Staff have recently attended LA courses where best practice has been discussed. All staff have returned with fresh ideas for their reading corners and how they can stimulate a positive attitude to reading and help to raise standards. Corners now have a box of unmissable reads and questions that guide pupils in their choice of book authors. Assesment of Guided Reading The children are assessed using the Reading and Assessment \progress \Chart which assesses the children against either the EYFS development matters and early learning goals or Assessment focuses for reading. This information then informs our APP records and our EYFS pupil profiles. This information is then recorded on a tracker and determines intervention. Pupil progress meetings take place termly identifying children at risk of not making good progress. Our Literacy coordinator will be presenting new Guided Reading planners/grids to all staff having attended the LA Reading course in November. These will be in place from spring term.

6 PHONICS We follow the DFE publication Letters and Sounds guidelines to plan our phonics sessions which is supported by the LCP planning for phonics. This is taught as a discrete 20 minute daily session where the children are organised into attainment groups according to the phase at which they are working. Some children, who have been identified as having specific difficulties within a particular phase, are organised into smaller groups for intervention. At the end of each phase, the children are assessed and regrouped accordingly. Assessments recorded on individual sheets and updated on the tracker. In addition to the daily session, the children take homework home relating to their phase. In Key Stage 2, children who did not secure phase 6 by the end of Y2 engage in spelling activities on a weekly basis. Staff Training Extensive training has been delivered to staff at all levels including a recent inservice phonics course alongside colleagues from another school. Local authority courses have been attended by all junior teacher teachers. Teaching assistants who regularly deliver phonic lessons and reading boosters have also attended training. Staff have been trained in the delivery of specialized reading programmes such as Toe -by-toe. Home Learning As part of our LPPA work supporting home school links we deliver autumn term curriculum evenings giving parents essential information as to how they can support their child with reading at home. This is available to both infants and juniors. Reading targets and supporting early and life-long reading will be discussed with parents. In addition to this parents receive regular information through newsletters supporting reading at home. Our reception class have weekly phonics homework and parents are given reminders to practise new sounds/words/spellings. All parents received their child s reading age prior to christmas and each child has reading targets to focus on during spring. Progress with these will be made during guided reading sessions.

7 Autumn Term data 2014 The following information indicates the progress and attainment data for each cohort for the autumn term. Year group % children working on or above NE for end of autumn 2014 Reading 1 93% 2 97% 3 77% 4 90% 5 90% 6 79% The biggest challenge is securing further progress for children in year 3 and 6 which have the lowest percentages. In addition there are a number of children who did not reach the expected standard in Phonics in Year 2 and must retake the phonics check. Summative data for autumn 2 identified children who were slow moving or stuck and boosters and interventions have been in place throughout spring. Autumn Data also indicates that reading for vulnerable groups is strong with the majority of children working at age related expectations. Year 3 and 6 present most challenge. Individual Readers The school has access to a variety of reading books which are organised into book bands. These are taken from the Oxford Reading Tree, Rigby Star and Ginn 360 schemes. In Reception, year 1 and year 2, the children are heard individually at least once per week and books changed accordingly. Some children are identified as Key Readers and receive daily targeted support with reading and children who did not meet the national standards in the Y1 reading test receive daily Phonics Bursts to support their learning during the phonic sessions later in the day. Children engage with Application Stations from reception to year 2 to further support their phonics and reading. There is a further opportunity for books to be changed if they are heard at home. The library is visited and library books are changed each week. In KS2 class teachers and teaching assistants listen to children read as often as possible particularly those children on the SEN Rergister and children are encouraged to monitor reading choices in their reading diary. They also have access to library books each week. Reading initiatives, rewards and incentives are used throughout the school to encourage reading at home.

8 Staff Training Recently, extensive training has been delivered to staff at all levels including a recent inservice phonics course alongside colleagues from another school. Local authority courses have been attended by all junior teachers. Teaching assistants who regularly deliver phonic lessons and reading boosters have also attended training. Staff have been trained in the delivery of specialized reading programmes such as Toe -by-toe and Reciprocal Reading. Support for staff has also been provided by our Literacy Coordinator as part of our Staff Meeting Timetable. Interventions Our pupil progress meetings help to identify those children who need additional support with their reading. Some children receive ELS in year 1 which is delivered by a teaching assistant 4 times a week. In Year 2, key readers are identified and these children receive 1:1 reading sessions each day. Interventions are identified in Key stage 2 and include additional guided reading sessions and comprehension homework that focuses on higher order reading skills. In some cohorts individual children making slow progress with reading are heard every day. Children identified as having not met the standard in the phonic screening test in year 1 are given additional support to secure success in year 2. Monitoring Phonics Phonic trackers are used to monitor the progress of individual children and they are discussed as part of Pupil Progress Meetings. Phonics Screening Test In % of the children met the national standard which was above the national average. Current data for 2015 indicates that 75% of children will reach the standard. This is in line with the national figure for 2014 which was 74%.

9 Local Authority Reading Review The quality of the teaching of reading observed during this visit was consistently good and some is better. Teachers and teaching assistants question pupils well individually and when teaching groups to ensure pupils have good comprehension and are challenged to think harder. Pupils learn well in differentiated groups and there is a clear assessment focus in guided sessions. Teachers check pupils progress to the focus of the guided session and record useful notes. In home-school records teachers indicate when a pupil has completed a guided reading activity or read to an adult 1-1 using their reading book. Clear praise and useful advice is provided to parents so they can help their children at home. Up-to-date targets are stapled into home-school reading records and the pupils asked could explain how to make their reading better. Teachers and other adults should make sure targets are dated when checked and when set with pupils. The evidence of professional development is clear to see. Elements of reciprocal approaches to the teaching of reading are evident in classroom practice and reading records and the quality of the reading environment are strong. The outdoor Reception/Year1 area has been developed well and is particularly excellent in the promotion of basic skills and reading in particular. Reading records are much improved. Good quality books and resources have been purchased to meet pupils needs and interests well including Literacy Box to develop pupils comprehension skills. Phonic instruction is differentiated, well organised and meets pupils needs well in small groups. Adults devise interesting activities to engage pupils in these groups and these include self-assessment activities and small-scale competitions, which effectively encourage participation. Pupils work well and try hard. Adults should ensure pupils spell out words using letter names rather than phonemes. (July 2014) Recommendations Further training for identified staff to take place during spring and summer (Reciprocal Reading LA Training) Introduce Target Tracker and assessments against Age Related Expectations Review the use of Reading Targets in KS1 and 2 making closer links to Reading Assessment Focuses. Family Learning Sessions spring 2015 Support Early Intervention of Reading skills linked to SEN Provision. (Toe by Toe) Celebrate National Story-Telling week spring 2015 Engage in World Book Day 2015 Further develop home-school reading programme Encourage more parental support with reading in school.

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