You are on page 1of 33

English Report

Term 2 DC4
2014/2015
Lucy Nicholls and Benjamin Sharratt

FS and KS1 Overview


AEN
(All
acc
essi
ng
inte
rve
ntio Emi
n)
rati

Year
Grou
p

No.
of
Stu
den
ts

FS1

91

51

40

FS2

151

75

76

193

97

86

191

104

87

Total

626

327

289

19

Girl Boy
s
s

Gift
ed
ELL
&
%
sup SEN SEN SEN Tale Atte
por
nte nda
ted QFT SS2 SS3
d
nce

99%

15

?%

42

94%

44

28

94%

101

37

15

96%

What has happened since the


last Learning Conversations?
Successful KHDA Inspection
Challenging writing tasks highlighted.
PIW Documents Embedded
New Documents/Staff Handouts
developed for Staff (2015-16 Term 1)
Staff CPD Writing
Moderation/Discussions
Embedded SID Marking.

What has happened since the


last Learning Conversations?
FS
and KS1
PD session with FS2

team regarding the


use of Progression in
Writing and use of BIG
Write books for Term
3.
Writing moderations
Year One/Year Two.
Visual targets more
consistent within Y2.

Writing

Phonics Phase One


assessment introduced
into FS1
Phase Two began in FS1.
Dandelion Readers
being used by FS2 as a
guided reading resource.
Dandelion Readers
embedded in Year One.

Reading

Data Summary
FS and KS1
Attainment in Reading

71%
on
track
or
abov
e

Year
group

FS1

Students
working
above WIS
expectatio
n.
37
41%

Students
working at
WIS
expectatio
n.
1
>1%

Students
Total
working
Percentage
below WIS on Track or
expectatio
above
n.
Target.
37
41%
38
42%

(30-50s)

FS2
(40-60s)
1 1b

2c

Total
%

26

39%

73

48%

52

33%

99

87%

94
140

49%
73%

38
25

20%
13%

61
25

32%
13%

132
165

69%
86%

50%

20%

30%

71%

72%
have
made
end of
year
progress

Data Summary
FS and KS1
Progress in Reading
Year
group

Number Students Students Students


Total
of
who
who
who
Percent
Children
have
have
have
age on
who
made 2
made 1
made 0 Track or
have
Steps of
Step of
Step of
above
made 3+ Progress progress progress Target.
Steps of
.
.
.
Progress
.

FS1

29

32% 14

15%

39

43%

7%

43

FS2

92

60% 18

13%

26

18%

12

9%

110

79

41% 60

31%

28

14%

25

171

90% 5

3%

3%

13% 139
0%

176

47
%
73
%
72
%
93

Actions required from data


FS1
Reading

FS 2
Readin
g

Continuation of Phonics including workshop for parents followed


by invitation to them for 2x 20 min sessions to play phonics
games during soft start .
Introduction of Oxford picture book to go home and colour coding
of free flow trackers for those in the yellow column in order to
identify during activities

LSAs to upskill them.


Ensure you have an up to date action word assessments.
Parent helpers action word games with groups.
Independent guided reading activities for HA children. Have a focus on
comprehension skills.
Phonics streaming? Revise Phase 2 for LA children. Start Phase 4 for
More Able.
Phase 3 assessments to be done 2nd or 3rd week in Term 3.
Segmenting groups.
Daily differentiated phonics to continue
LSAs to be aware of focus children
Focused reading activities in drop-off time
Make use of snack and lunch times teacher/LSA could be hearing readers
during these times! After children have finished eating they could be
doing focused activities.
Modelling reading using Big Books with LA children.

Actions required from data


Year 1
Reading

Year 2
Reading

Phonics group support children who can


recognise the sounds but struggle with
segmenting/blending.
Guided reading groups LN supplied questions to
be used. These questions are levelled so
appropriate questions can be used to extend
relevant groups of readers.
Teachers to re-invite parent readers to come in to
help. Most classes parent readers have become
much less regular as the year has progressed.
Teachers to timetable weekly guided reading sessions
(particularly to work on inference skills) and a weekly
reading comprehension activity
Children in red need to be picked up by LSAs and read
with at least 3 times a week
Children in yellow to identified by class teachers and
relevant interventions put in place
Are all teachers reading with each child once a
fortnight?
Are we using our LSAs and parent helpers effectively?
Comprehension booklet designed for early morning work

Data Summary

61%
on
track
or
abov
e

FS and KS1
Attainment in Writing

Year
group

FS1

Students
working
above WIS
expectatio
n.
34
37%

Students
working at
WIS
expectatio
n.
0
0%

Students
Total
working
Percentage
below WIS on Track or
expectatio
above
n.
Target.
57
63%
37%

(30-50s)

FS2
(40-60s)
1 1b

2c

Total
%

18

12%

61

40%

72

48%

52%

74
135

38%
71%

67
20

35%
10%

52
36

27%
19%

73%
81%

40%

21%

39%

61%

71%
have
made
end of
year
progress

Data Summary
FS and KS1
Progress in Writing
Year
group

FS1
FS2
1
2

Number
of
Children
who
have
made 3+
Steps of
Progress
.
25 27
%
84 56
%
109 56
%
159 83

Student Student Student


Total
s who
s who
s who
Percent
have
have
have
age on
made 2
made 1
made 0
Track
Steps of Step of
Step of
or
Progress progress progress above
.
.
.
Target.

9
21
55
19

10
%
14
%
28
%
10

35
23
20
5

38
%
15
%
10
%
3%

19

37%

21
%
15
%
3%

0%

93%

23

70%
84%

Actions required from data


FS1
Writing

Soft start writing activities in abundance and


smaller groups led by both teacher and LSAs

FS 2
Writing

Continued weekly weekend news writing. Modelling writing and


use of Talk partners before children write.
Big visual targets to be displayed in writing areas and referred to
often.
Class Mascot to be sent home daily children to write in the book
and draw a picture of what they have been doing. Visual targets
could be sent home with this.
Action word intervention writing these words.
More opportunity for writing in other areas e.g. role play area,
independent writing table children to be given weekly challenge
on the writing table.
Staff meeting as to how we can increase independence in our
children with writing activities.
Children to have easy access to action words and be taught how
to use these appropriately.
Variety of styles of writing e.g. lists, plans, labelling, letters,
instructions.

Actions
required
from
data
Year 1
Writing

Year 2
Writing

Teachers to target 1b/1b+ children during writing


lessons. Focused groups concentrating on those small
things that will make a big difference, eg making sure
the children get into the habit of reading and checking
their work very carefully; look at the punctuation as
the children are now writing much more, they are
sometimes forgetting the basics;
Recounts to become less regular in term 3. Sunday
writing session to be used as a Big Write to give
children opportunity to write in different genres. All Big
Write to be put into purple Big Write books.
5th Literacy lesson to be timetabled for Term 3
Are we looking at the level 3 objectives and incorporating these
into our planning?
Continue to embed skills into planning
Ensure ELL top tips are shared
Handwriting to be timetabled weekly
SID marking in Literacy books to be made a focus during
morning work so that pupils are being given time to respond to
marking.
LSAs to work with lower writers in small groups to focus on
sentences structure, phonics, grammar, vocab, etc.
Intervention groups to continue (boys writing, 2b+ writers, level
1 writers)

KS2 Overview

What has happened since the last


Learning Conversations? KS2
SPaG

more consistent across school


Interventions/Extra Grammar Lessons.
Action Plan Updated to include Writing
Focus (Grammar and SPaG)
evidence of more consistent
writing at length/Writing Stamina
Evident across Big Writing/English.
Stringent Planning and Support
mechanisms put in place for Year 6.
Year 4 Stringent Writing Intervention
Program.

Greater

Writing

BRP Consistent across all


Year Groups.
Guided Reading
Cycle/Spelling Cycle now
consistent across all Year
Groups.
Morphology Research
Project underway.
Reading Area Clean and
Consistent Children have
a greater range of levelled
texts to choose from.
Interventions Led by LSAs
proving successful.

Reading

Data Summary
Key Stage Two
Attainment in Reading

Year
group

Students
working
above WIS
expectatio
n.
3 - (2A) 127 67%
4 - (3B)

132

5 - (4C)
6 - (4A)

Students
working at
WIS
expectatio
n.
32
17%

Students
Total
working
Percentage
below WIS on Track or
expectatio
above
n.
Target.
30
16%
84%

10

5%

29

15%

74%

136

69%
%
71%

13

7%

41

21%

80%

117

63%

22

12%

48

25%

75%

Data Summary
Key Stage Two
Progress in Reading

Year
group

3(2A)
4(3B)
5-

Number Student Student Student


Total
of
s who
s who
s who
Percent
Children
have
have
have
age on
who
made 2
made 1
made 0
Track
have
Steps of Step of
Step of
or
made 3+ Progress progress progress above
Steps of
.
.
.
Target.
Progress
.
138 74 45 24
4
2%
0
0%
98%
%
%
134 71 45 24 10 5%
0
0%
95%
%
%
145 76 31 16
8
4%
0
0%
94%

Action required from the


data
Year Three
Attainment
All teachers need to continue to carry out a weekly guided reading session
(particularly to work on inference skills) and a weekly reading comprehension
activity as some children were identified from the assessments who struggled
with the assessment paper.
1 or 2 x a week an inference skill activity will be evident in teachers Literacy
planning.
Readers (with LSAs) to happen each day whenever possible and a number of
teachers are going to ensure their parent readers are being used effectively.
As a year group, we need to identify times in our timetables to have quality
time when we can read with our students. How can we manage this?
MP reading intervention at lunch time to continue into term 3.
Progress
Progress 156 (83%) of pupils are on track to make expected progress this
year.
How are we going to ensure that the 33 pupils not on track are supported and
do make progress? Teachers to ensure quality first teaching for these pupils
through targeted learning to fill the gaps for these pupils.

Action required from the


data
Year
Four
Classes

doing extra comprehension tasks. The whole class has comprehension


booklets that they do as morning tasks, they also complete comprehension cards
during paired reading sessions and as part of their guided reading sessions.

Target

children work with LSA or teacher to get involved in discussions and


answer/ask questions. Comprehension is the main focus for target children rather
than the reading, although certain children are receiving phonics interventions to
help them with their reading.

Further

Comprehension sessions for those working below Level 3.

Extended

Comprehension/Big Question Sessions (Inference/Analysis) for those who


need extending further.

Note

home to parents for children to be reading more varied texts such as


newspapers/magazines.

BES

to create list of useful websites for reading for Year 4 Chn including online
magazines/newspapers (Age Appropriate)

Reintroduce

BRP for those children below Level 3 N.Ogilvie

Action required from the


data
Year Five
Focus on SPAG
More focus on the complex punctuations (brackets,
dashes, hyphons, semi colons) as the higher level
chn need the extra push to get closer to level 5.
Use the Testbase to create 3 mark reading
questions and do this as a guided activity with the
groups.
We have started a reading book club and the
children will have to complete tasks specifically on
AF2 and 3 on a weekly basis.
We will also complete an optional SATs every 6
weeks to monitor and excel progress.

Action required from the


data
Year Six

Grouped reading having a positive impact.


Developing confidence.
Ensuring good quality fiction book choice from lib.
Encouraged reading at home, checked every Wednesday.
Weekly comp. Are they all completing?
For those orange-teacher of set informed and parent for
support.
Progress
Those in orange for progress in a booster group on Thursdays
with NAT
More work with test technique (Skills)
Mixed group some LA, some lazy, ELL
EMW activity
Skills session-reading skills

Data Summary
Key Stage Two
Attainment in Writing

Year
group

Students
Students
Students
Total
working
working at
working
Percentage
above WIS
WIS
below WIS on Track or
expectation expectation expectation
above
.
.
.
Target.

3 - (2A)

104

55%

27

14%

58

31%

69%

4 - (3B)

67

35%

23

12%

82

43%

47%

5 - (4C)

85

45%

19

10%

86

45%

55%

6 - (4A)

64

35%

7%

109

58%

42%

14

Data Summary
Key Stage Two
Progress in Writing

Year
group

Number Students Students Students


Total
of
who have who have who have Percent
Children
made 2
made 1
made 0
age on
who have Steps of
Step of
Step of
Track or
made 3+ Progress. progress. progress.
above
Steps of
Target.
Progress.
3 - (2A) 133 70% 46 24%
5
3%
0
0%
94%
4 - (3B) 124 65%

55

29%

5%

0%

94%

5 - (4C) 138 72%

36

19%

11

6%

0%

91%

6 - (4A)

57

30%

37

20%

1%

79%

91

49%

Action required from the


data
Year Three

To ensure the children identified on the class learning conversations are


pushed to achieve a level 3c, teachers will ensure that 1 guided write
session a week at least will take place. Key spellings for LOWERS to be
done in morning work. Handwriting to continue to take place during
Arabic A (Wednesdays) and Phonics (Tuesdays)
SID marking in Literacy books to be made a focus during morning work
so that pupils are being given time to respond to marking.
LSA writing support to continue into term 2 to target yellow children.
This term we have placed a focus on teaching grammar lessons
(completed 3 x week within this term) this has proved really beneficial
and teachers can see the benefits of this within their progress.
Timetabled session to reflect on Big Write from previous day/week is
very important as must continue.
Levelled grammar booklets for morning activity work to be introduced.
LP handwriting intervention to continue into term 3.

Action required from the


data
Year Four
Focus

group targeted through QFT (phonics and


sentence structure) in class.
A number of writing interventions are taking place:
LSAs taking focus children out during guided reading
session to focus on sentences structure, vocab games
etc (proving to be effective!)
Lunchtime writing intervention in place where majority
of focus children attend
Extra Grammar lesson taking place during Arabic A slot
Grammar lesson fortnightly (every other Thurs during
Big Write time)
ACE phonics groups up and running

Action required from the


data
Year Five

Introduction of child friendly APP mats

Peer assessment/uplevelling project with year 6


pupils.

Focus on SPAG

More focus on the complex punctuations (brackets,


dashes, hyphons, semi colons) as the higher level chn
need the extra push to get closer to level 5.

Through the use of cold writes on a weekly basis and


the use of APP sheets the children will take ownership
for a specific target to concentrate on. A greater
emphasis on writing complex sentences. Allowing the
4A writer to read year 6 Level 5 examples to show
where they need to go next.

Action required from the


data
Year Six
Focus group in literacy lessons
More focus given to up-levelling BW in lit lessons.
BW not cold Tasks follows the teaching of the week.
Peer/self SID mark own writing in week against own
targets and APP
Booster group with CHN
APP mats to analyse own strength and weaknesses
Modelling using examples
Move on to level 6 is difficult-need support
Improving components of writing-more sentence of
sentence level work
Positive reinforcement-develop confidence
WAOLL published for viewing in class on display.

Whole School Common AFD

Attainment in Writing is main AFD in all Year Groups.


More Writing Skills Sessions to be Timetabled
Greater emphasis needed on ELL/EAL Strategies and
Techniques.
Modelled/Shared/Guided/Paired Writing Opportunities
to be planned for.
Progression in Reading Documents needed.
Continued development of Discreet Grammar
Lessons
Can we introduce a Writing Working Wall ?
Greater emphasis needed on Celebrating HQW.

How can we support this?


Reading
Ensuring a wider range of Texts/Extracts are
accessed by Year Groups.
Reintroduce Recommended Reading List for
KS2
Guided Reading MER
Comprehension Tasks Every Two Weeks
recorded in English Books.
Development of Progression in Reading
Documents.
Audit of Texts used in each Year Group

How can we support this?


Writing

Continued writing moderations using Progression in Writing


ideally ahead of Data Capture not afterwards.
Continued implementation of NC2014 SPaG.
Purchase Writing/SPaG Assessment Resources Rising Star
Continue to support Year 6 Raising Standards in
Writing/Planning
Continuation of Cross Phase/Team Moderation
Develop a Transition Program of Study between Year 6 and 7.
Introduce a Analytical Writing Task from Year 5 onwards. Once
every 3/4 Weeks.
Plan/Deliver EAL/ELL Writing Workshops (2015/6)
Plan/Deliver Guided/Shared Writing Workshops (2015/6)

Questions raised by DC4


Reading Year group expectation
Class

Workin %Worki
Workin %Worki
g
ng
Workin %Worki
g
ng
within within
g
ng
below - below - 30- 30- above - above 30-50s 30-50s 50s
50s 30-50s 30-50s

FS2A

20

91

FS2B

9.091

20

90.91

FS2C

10

19

90

FS2D

22

100

FS2E

22

100

FS2F

21

100

FS2G

21

100

Whole Year
performance

81

93

FS2
SIMS marksheet innaccurate
Totals do not add up columns
FS2 LC did not state Reading
And Writing attainment so SIMS
Marksheets were needed.
SIMS marksheets did not correlate
to Year Group total.
Attendance was inaccurate.

%
Atten
dance

172
174
174
180
180
175
178
175

Questions raised by DC4

Targets

Year 2

End of year targets for the selected group


Level

Reading

Writing

Mathematics
Science
s
No.
%
No.
%

No.

No.

4A

4B

4C

3A

3B

3C

23

12

12

16

2A

41

21

45

24

78

41

28

15

2B

66

35

75

39

56

29

107

56

2C

36

19

45

24

31

16

49

26

1A

17

1B

1C

Total

186

97

186

97

186

97

186

97

Targets were present in the SIMS


Data report broken into sub-levels.
Helpful but no other year group
was presented in this way by SIMs.

Questions raised by DC4

Inconsistency

General inaccuracies with numbers of children.


Impacts upon the accuracy of % overall.
Subject leaders have no privileges and cannot
check errors without Year Leader/PLT access.

Feedback received during


DC4

Accountability

A number of Year Leaders have discussed the model of them


presenting their Learning Conversation to PLT and Core Subject Leaders.
Core Subject Action Plans could then be created by Subject Leaders.