PFD - Councillor Woodcock - Foundation Stage and Key Stage 1 - 7 December 2004 - Report

BOROUGH OF POOLE

COMMUNITY SUPPORT AND EDUCATION SCRUTINY COMMITTEE

16TH NOVEMBER 2004

REVIEW OF READING STANDARDS AND PROGRESS

(FOUNDATION STAGE AND KEY STAGE 1)

REPORT OF THE READING STANDARDS WORKING GROUP

Contents

Page No

Purpose1

Decisions Required1

Background to the Review2

Appointment of the Working Group2

Terms of Reference3

Meetings and Visits3

Context 3 – 4

• Background Statistics
• Background to the National Literacy Strategy

Findings of the Working Group 4 – 9

The Quality of Teaching

Teaching Assistant Support

‘Every Parent/Carer Matters’ – Parental Support

Resources

Other Factors Affecting Pupil Progress

The Impact of Improved Results at Key Stage 1

Evaluation of the Scrutiny 9 – 10

Acknowledgements11

Appendices12

A-Report submitted to Learning Overview Group (LOG) on 16th March 2004

B-Examples of information provided prior to school visits and visits pro-forma

C-LEA ‘expert’ panel

D-Key Stages, year groups and pupil ages

E-‘Wave development’ diagram

F-Examples of level 2 reading standards contained in report to LOG on 28th January 2004

G-‘Searchlight model’ diagram

H-Notes of the Working Group meetings

1

1.PURPOSE

1.1To report the findings of the scrutiny undertaken by the Reading Standards Working Group into reading standards and progress of children at the Foundation Stage and Key Stage 1.

2.DECISIONS REQUIRED

(i)To note the report and findings of the Reading Standards Working Group.

(ii)To endorse the following recommendations in respect of Primary phase schools:

a)that schools be encouraged to:

• develop a stronger phonic approach to reading, in line with DfES advice and guidance (paragraph 8.10)
• embrace new technology (eg whiteboards) as an aid to reading development (paragraph 8.22)
• further explore creative approaches to teaching and literacy development across the curriculum (paragraph 8.11)
• continue to encourage parental/carer involvement in their child’s education and school life (paragraph 8.20)

b)that the improvements in literacy as a result of the employment of teaching support staff be noted and the high quality training provided by School Advice and Support Service be continued (paragraph 8.15)

c)that the Head of School Advice and Support Service be requested to continue to monitor the implementation and effectiveness of ‘Wave 3’ and report back to the Community Support and Education Scrutiny Committee in September 2005 (paragraphs 7.8 and 8.9)

d)that officers be requested to draw up a programme, in discussion with the Chairs of Learning Overview Group and Community Support and Education Scrutiny Committee and the Cabinet Portfolio Holder for Learning, to consider appropriate Education issues (paragraph 9.3).

(iii)To refer the report and recommendations to the Learning Overview Group for consideration and recommendation to the Cabinet Portfolio Holder for Learning.

3.BACKGROUND TO THE REVIEW

3.1At its meeting on 17th February the Community Support and Education Scrutiny Committee agreed to establish a working group to examine the success of current strategies to teach reading and other literary skills. The Committee also noted that a report (Appendix A) on the matter would be considered by the Learning Overview Group (LOG) on 16th March 2004. LOG in turn agreed to ask Community Support and Education Scrutiny Committee to undertake a detailed review of standards and progress in reading, and investigate why some pupils find it difficult to reach the expected standard.

3.2In addition, LOG asked that the review consider:

the development of verbal ability in children attending a variety of pre-school settings;

Reception teachers’ views on any differences in verbal ability between pupils who have attended pre-school and those who have not;

First School headteachers’ and Reception teachers’ views on whether strong verbal ability translates into reading performance;

the needs of those pupils not reading, or not progressing in reading, at the end of Reception;

the effectiveness of the Early Literacy Support programme; and

what the LEA could do to help schools raise attainment

3.3Members also suggested that the review might include consideration of factors that make it difficult for even the very able pupils to learn, eg bereavement, domestic violence, bullying, poverty, undiagnosed illnesses/undetected impairments, friendships, parent support, etc.

4.APPOINTMENT OF THE WORKING GROUP

4.1To enable a detailed review to be undertaken the Committee appointed a Working Group comprising:

CouncillorsDavid Gillard

Mrs Joyce Lavender

Mrs Sandra Moore

David Newell

Miss Lindsay Wilson

The Working Group appointed Councillor David Newell as its Chair.

5.TERMS OF REFERENCE

5.1“To undertake a detailed review of standards and progress in reading at Foundation Stage and Key Stage 1, particularly for those pupils who find it difficult to reach the expected standard.

That the review include those issues referred to in paragraph 3.2 above.

That the review also takes into account such factors as those given as examples as barriers to progress in paragraph 3.3 above.

That the Working Group completes its review by the end of September 2004 and submits its report to the Community Support and Education Scrutiny Committee.”

6.MEETINGS AND VISITS

6.1The Working Group has met on 8 occasions (11th May, 25th May, 16th June, 6th July, 7th September, 9th September, 28th September and 21st October 2004).

6.2Members have also undertaken visits to 5 schools - Broadstone First School, Hamworthy First School and Nursery, Heatherlands First School, Sylvan First School and Turlin Moor Community First School, to observe lessons and the quality of teaching, assess the resources available, discuss concerns with staff and the headteacher and comment generally on possible ways to improve the reading skills of children.

6.3As a pre-requisite to the visit programme, Members received information (Appendix B) on how the National Literacy Strategy had developed and how well pupils achieve.

6.4During its investigation the Working Group also received a considerable amount of information, including presentations from specialist staff, and had the opportunity to question an LEA ‘panel of experts’ (Appendix C).

7.CONTEXT

Background Statistics

7.1Poole has approximately 19,500 pupils in 42 schools (First, Primary, Middle, Combined and Secondary). The review was asked to consider progress in reading for those pupils at Foundation Stage (pupils aged 4 and 5) and Key Stage 1 (pupils up to age 7). This group represents approximately 1500 pupils in Poole each year.

7.2A 1% increase in attainment at this level represents approximately 15 pupils

7.3Appendix D sets out the Key Stages, pupil ages and year groups for information.

Background To The National Literacy Strategy

7.4The National Literacy Strategy was introduced in 1998 in a series of three ‘waves’ of development. It has been the biggest, single most important development in literacy in the past 50 years. The Wave Development diagram is attached (Appendix E).

7.5The firstWave (Wave 1) introduced in 1998 was designed to establish ‘Quality First Teaching’ across all schools, to ensure 80% of pupils (approximately 1200 pupils in Poole each year) achieved at least level 2 in literacy. Examples of the level 2 reading standard are set out in Appendix F.

7.6The substantial national and local training that has taken place since 1998 has firmly established consistently good whole class teaching of the ‘literacy hour’ across all schools. Within the ‘literacy hour’ pupils are clearly taught how to read through ‘guided reading’, which provides an effective and challenging means to teaching literacy skills. It is also based on the ‘searchlight model’ (Appendix G) which ensures children acquire a strong grounding in phonics, grammatical knowledge, word recognition and graphic skills.

7.7The second Wave (Wave 2) introduced in 2000 was directed at improving teaching in small groups of pupils in order that a further 15% of pupils (approximately 225 pupils in Poole each year) could also attain the national standard of level 2. A range of group intervention strategies were also developed, under a variety of headings including the Additional Literacy Strategy (ALS) and Early Literacy Strategy (ELS). These strategies also formed the basis of the training for a growing number of teaching assistants in schools.

7.8The third Wave (Wave 3) introduced in 2001 is aimed at supporting those 5% of pupils (approximately 75 pupils in Poole each year) who border on Special Educational Needs but who, with some additional teaching, might attain the national standard. Schools and the LEA are currently working hard to embed Wave 3 to improve the reading skills of this group of approximately 75 children. The Working Group was particularly interested in the support that could be given to these children.

8.FINDINGS OF THE WORKING GROUP

8.1The Working Group examined a range of factors such as the quality of teaching, the training and deployment of teaching assistants, parental support, and teachers’ knowledge of reading etc that may have impacted on reading outcomes across schools since the introduction of the National Literacy Strategy in 1998.

The Quality Of Teaching

Areas of Strengths

8.2Members were of the view that in all the schools visited

the standard of teaching was high

behaviour was good

the quality of displays and information available to pupils to support their learning was good

In particular members felt that teachers were seeking to meet the individual needs of pupils and raise their attainment.

8.3It was clear that national and local training of teachers in the National Literacy Strategy has had a significant impact on teaching skills. The National Literacy Strategy (Waves one and two), and the reading strategies within it, are clearly already well embedded into school practice across the LEA. This represents 95% of pupils. Teaching seen across all schools was characterised by very good relationships, high technical knowledge, well planned sessions and very interactive, individualised activities. In all schools visited there was a huge variety of teaching approaches used to support ‘individual’ or ‘personalised’ needs.

8.4Within lessons Members were impressed by the high quality of pupil teacher interactions, the pupils’ use of technical language and their ability to comprehend complex situations. On many occasions pupil responses often exceeded Members expectations of what seven year old pupils were able to achieve.

8.5Pupils’ abilities to talk about and recognise ‘graphics’, ‘phonemes’, use of picture cues, and contextual information was notable and it was felt that pupils who had participated in the National Literacy Strategy were demonstrating better understanding and use of technical language than pupils who had not experienced the Strategy.

8.6Members noted that all schools have established good pupil tracking systems, to ensure children have been supported well within each class and when transferring between classes.

8.7Headteachers also reported that Newly Qualified Teachers (NQTs) arrive in school with well established skills in literacy and numeracy strategies and often demonstrate good Information and Communication Technology (ICT) skills. Members endorsed the contribution made by NQTs and supported the arrangements for their continuous professional development.

Areas for Development

8.8New research about how pupils’ learn, and improvements in data collection and analysis, have played a significant part in identifying pupil’s reading skills. This has meant that headteachers and teachers produce much more rigorous assessments of pupil achievements. However, observations by headteachers and the LEA ‘expert panel’, indicated that day to day assessment had not previously been built into the National Strategy, which would have enabled teachers to adapt their teaching to changes in pupil progress. Many schools were now developing their assessment strategies to match even more closely teaching to individual needs.

8.9It was clear to Members that the National Literacy Strategy has increasingly prepared teachers to cater for their pupils individual needs. Wave 3 has developed well over the last year and many schools are using a computer based assessment with their special needs children called Acceleread/Accelewrite. These systems are essential for the early identification of these pupils and the provision to remedy their needs. Whilst many schools believe that the impact of the literacy intervention programmes has been good, they are only just beginning to evaluate their impact methodically by measuring the progress pupils make when undertaking such programmes.

8.10The ‘searchlight model’ approach to phonic development established when the National Strategy was first introduced has also been subject to criticisms. Comments by Ofsted in 2003 indicated that an even stronger phonic approach would support the raising of reading standards. The DfES has subsequently issued guidance on the matter and the LEA is currently supporting schools undertaking training to improve phonics, and speaking and listening.

8.11Many schools visited reported that whilst they are maintaining the key teaching skills of the literacy strategy, and would continue to do so, they are, in addition, developing more creative approaches to improving pupils’ literacy skills by, for example, developing history through drama. Where more creative programmes are being introduced, schools do appear to be achieving higher standards. However, this will need to be closely monitored. The DfES has recently provided materials for supporting the development of an enriched curriculum, to which LEA Advisers are now offering further training sessions for schools.

Teaching Assistant Support

Areas of Strength

8.12In all schools visited, the National Literacy Strategy, and in particular reading activities were heavily complemented by additional adult support in the form of Teaching Assistants or Learning Support Assistants. Their role has developed considerably over the last six years, due largely to specialist training in intervention strategies such as Additional Literacy Support and Early Literacy Support.

8.13Members agreed that these adults were now recognised as being a part of an effective teaching team, taking significant responsibility for group work within and outside the classroom, as well as providing effective support during whole class teaching, both for teachers and individual pupils.

8.14Members were impressed by their work and the impact that this group of dedicated individuals had achieved in classrooms.

Area for Development

8.15The drive to raise standards in schools depends on the skills of not just teachers but of this whole school team. However, if schools are to improve their performance and have the capacity to provide each child with an education that is tailored to their unique learning style, motivation and needs, the whole school workforce needs to be equipped to work effectively to raise standards. Over the next year plans are in place nationally to create capacity for Higher Level Teaching Assistants who in order to qualify must meet agreed professional standards. Headteachers are aware of these national plans and are beginning to translate them into local actions. The development of highly skilled reading Teaching Assistants in First, Primary and Combined schools would be an essential priority in raising standards at Key Stage 1.

‘Every Parent/Carer Matters’ - Parental Support

8.16Members recognised from their visits that while every child matters, so too does every parent/carer. In general, where parents actively support their children’s education, their children usually achieve well. A home environment where books were available and children encouraged to converse with their parents at the earliest age was likely to have a considerable impact on that child’s ability to progress at school.

It was acknowledged that certain challenges facing improvement of literacy related to our modern culture which tended to be less family orientated and more pre-occupied with individual activities such as watching TV and playing computer games and there being less time for families to spend time as a family unit together.

8.17The influence of peers was recognised as being significant in developing literacy skills, noting that socialising and engaging with others at a very young age was also important.

8.18Research evidence and inspection data shows that schools which work well with parents can expect significant, consistent and lasting benefits to children’s education. This especially brings improved levels of achievement for groups of underachieving pupils. Such gains in pupil achievement that stem from parental involvement programmes and activities tend to be permanent. It is also recognised that family influences have a much more powerful effect upon children’s attitudes and achievements than either school or neighbourhood factors – even when these are added together.

8.19The DfES has currently provided training materials for all schools to develop parental involvement, and additionally to particularly involve fathers in the process. The LEA is currently organising potential support for this programme.

8.20Members although impressed by the efforts of those schools visited to find appropriate strategies, for example, establishing parent support groups and holding informal events such as car boot sales, to make contact and establish involvement with ‘hard to reach’ parents in order to reduce pupil underachievement, recognised that this was an important area for further development.

Resources

8.21Members felt that most schools appeared well equipped, often with good library facilities and a range of specialist rooms or access to special needs rooms. A substantial number of books were available to all pupils. Many schools had lending libraries, or allowed reading books to go home on a regular basis.

8.22Members were also impressed by the extent and range of access to information and communication technology (ICT) and its current and potential impact on learning. Increasingly, teachers plan their work on laptop computers and use multi-media facilities to model, demonstrate and explain work to pupils. The use of interactive whiteboards brings an exciting new dimension to supporting reading, particularly in stimulating questions and dialogue. Ofsted reported that boys in particular respond and concentrate better in literacy hours when interactive whiteboards are used. Members recognise that the potential for even further gains in learning, particularly in reading, can be achieved through the effective use of ICT.

Other Factors Affecting Pupil Progress

8.23Members had strong concerns about how schools ensured the needs of vulnerable children were met. These children are not just those whose socio-economic circumstances may affect their learning opportunities but also those children who may lack a good diet, regular bed time hours and those affected by bereavement. Many schools have established the new ‘wrap around care’ activities where children and parents have access to school from 8.00 am – 6.00 pm. Members were impressed by the quality of this provision schools could offer to these vulnerable children, through breakfast clubs, homework clubs, parent rooms, and the use of quiet rooms for counselling. Headteachers acknowledge that this provision had done much to impact on pupils’ learning.