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Andy Lyons

Andy Lyons. Headteacher – Hampton Hargate Primary School. Raising Expectations. Reading as a focus – why? How did we identify it?. KS1. 2008 Data showed lovey green box for KS1. but also showed big gap between FSM v Nat.FSM. And an even bigger gap between HH FSM v Non-FSM.

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Andy Lyons

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  1. Andy Lyons Headteacher – Hampton Hargate Primary School

  2. Raising Expectations

  3. Reading as a focus – why? How did we identify it?

  4. KS1 • 2008 Data showed lovey green box for KS1 • but also showed big gap between FSM v Nat.FSM • And an even bigger gap between HH FSM v Non-FSM HH FSM 12.3Nat. FSM 13.5Gap of -1.2 HH FSM 12.3 HH Non FSM 16.9Gap of -4.6

  5. Although we appeared to be doing ok, the gap in FSM group was already an issue for us. • Improved a little in 2009, narrowing gaps slightly but still needed to do more. • 2010 data showed us above Nat for KS1 FSM and further narrowing in school for FSM v Non.

  6. 2010…..KS1 KS1 2008 2009 2010 Lost the green box, but we were now above Nat for KS1 FSM and further narrowing in school for FSM v Non.

  7. 2010…..KS2 KS2 2008 2009 2010 2 years of low English data which our analysis showed Reading as an issue…….across school.

  8. 2010/11 onwards • Reading became the whole school focus. • Drops in attainment in both KS1 and KS2. • Progress measures were down • Identified dip in Year 3 / 4 • FSM data was improving – but needed to do more. • Boys were the guilty party, girls out performing them.

  9. What did we do? • Back to basics! • Every teacher aware of what we wanted to achieve • Not just Yr2 and Yr6 • Extra focus on ‘dip’ in Yr 3 & 4. It was clearly there. • Reading was to be ‘taught not caught’ • Silent reading for ½ hr was not the way forward • CPD for all teachers and inc TAs on Reading • Whole school buy in; no excuses culture – identify the pupils, put support in place • Push on parent/adult helpers to come in and listen to readers • Greater use of TA support with specific identified pupils • Informed parents • Updated our reading books; threw the old out • Books which engaged all pupils, esp boys • Involved the pupils in identifying the books they would like to read

  10. What did we do? • Book surveys with all classes • Big push on guided reading sessions; planned for; observed; • Key children – need identified by each class teacher; min ½ termly update • FSM pupils targeted to continue closing gaps • Identified coasters – those who were coasting, esp in KS2, were pushed to get L5 and not just “L4 will do” • Wanted solid L5 children, not pushed through hoops to try to get L6. • Rapid interventions – short term and then something else • ECaR introduced – targeted KS1, but used to support, advise across all school. Excellent results/impact. Hard data and soft data. • Use of PP money – greater focus &intervention opportunities for all pupils, esp PP

  11. What did we do? • Analysis showed lower levels of reading ability coming into school • SLT / Phase leaders ongoing progress checks • Classroom reading corners revamped and new books • Book banding updated to fit all ages • Books to support EAL • New library – full refurb; new books; book characters on walls and more to follow making it even more child and reading friendly • Bedtime story event during Book Week • Reception parents – Reading Meeting week 1 – share resources, strategies, websites, apps, techniques – stress importance of reading • Shared class reading – Yr 2 & Yr6 class read to each other; reading buddies • Quality first teaching & interventions • If it doesn’t work, ditch it!

  12. Impact

  13. Impact 2011 80% +18% 28.2 31.4 +3.2 80% +20%

  14. Pupil Premium Impact

  15. Impact

  16. ECaR • ID lowest 20% of Year 1 cohort using teacher assessments. • Use in-depth text, word and concepts about print assessments to get a clearer picture of needs • Consult with class teachers and school's SDP focus to select 4 of the lowest ability children • 20 week programme aims to get those children working at age related expectations • Track those children through school to ensure they don't fall behind and measure impact.

  17. ECaR • Other work has included using SDP to assess needs of the school and drive improvement. • Focus last year was 'quality' teaching of guided reading, develop children's independent reading strategies.  • Structured guided reading so that pupils are either independently reading, or reading in pairs and using talk partners to answer teacher questions before sharing in the group • Also used BRSP to target areas which are RAISE data show as weaknesses. • Currently focussing on early guided reading in EYFS and into Year 1 to support 1:1 matching, using meaning and structure whilst applying phonics within text level, which is basically the principles of Reading Recovery.

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