CLLD Consultants CPD Events March 2010 Crown copyright

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CLLD Consultants’ CPD Events March 2010 © Crown copyright 2009

CLLD Consultants’ CPD Events March 2010 © Crown copyright 2009

Aims • The purposes of the day are • (i) to continue to explore

Aims • The purposes of the day are • (i) to continue to explore ways of disseminating effective practice that leads to observable change and • (ii) for the national team of funded CLLD consultants to have a shared understanding of future developments in the early literacy agenda as we prepare for the changing world after March 2011. 2 © Crown copyright 2009

Agenda Welcome and introduction Session 1: The transition to the Revised Primary Curriculum and

Agenda Welcome and introduction Session 1: The transition to the Revised Primary Curriculum and ‘fit for purpose’ pedagogies Break Session 2: Schools’ capacity to secure all children’s entitlement; challenging progress Session 3: Introduction to The Gateway to Writing Lunch Session 4: LA presentation and discussion Plenary and evaluations 3 © Crown copyright 2009

Relationships between EYFSP and Key Stage Results DCSF analysis January 2010 4 © Crown

Relationships between EYFSP and Key Stage Results DCSF analysis January 2010 4 © Crown copyright 2009

Relationship between EYFSP CLL scale points and KS 1 Reading performance 5 Source: SARD,

Relationship between EYFSP CLL scale points and KS 1 Reading performance 5 Source: SARD, 2009 © Crown copyright 2009

… and KS 1 writing performance… 6 Source: SARD, 2009 © Crown copyright 2009

… and KS 1 writing performance… 6 Source: SARD, 2009 © Crown copyright 2009

… and KS 1 maths performance Source: SARD, 2009 7 © Crown copyright 2009

… and KS 1 maths performance Source: SARD, 2009 7 © Crown copyright 2009

There is a relationship between PSRN and KS 1 Maths performance… Source: SARD, 2009

There is a relationship between PSRN and KS 1 Maths performance… Source: SARD, 2009 8 © Crown copyright 2009

…yet it is the CLL scales that are most highly correlated with KS 1

…yet it is the CLL scales that are most highly correlated with KS 1 outcomes Source: SARD, 2009 9 © Crown copyright 2009

Session 1 The transition to the Revised Primary Curriculum and ‘fit for purpose’ pedagogies

Session 1 The transition to the Revised Primary Curriculum and ‘fit for purpose’ pedagogies 10 © Crown copyright 2009

Primary Curriculum Review • The early phase of curricular progressions in the (draft) programmes

Primary Curriculum Review • The early phase of curricular progressions in the (draft) programmes of learning show the primary curriculum dovetails with the EYFS…This should enable schools to plan a curriculum in Year 1 that is more aligned to the six areas of learning and development in the EYFS…To achieve this however Year 1 teachers will require a sound understanding of the EYFS’ Para 4. 3 11 © Crown copyright 2009

Contexts for learning: Play and Playfulness Unstructured Play without adult support Child-initiated play Focused

Contexts for learning: Play and Playfulness Unstructured Play without adult support Child-initiated play Focused learning Highly structured Adult support for enabling environment, and sensitive interaction Adult-guided, playful experiential activities Adultdirected, little or no play Direct instruction Providing direct and instructive teaching Providing assistance Orchestrating interactive teaching Guided interaction Reviewing learning, intervening and supporting learning Participating in play Structuring and steering independent learning 12 © Crown copyright 2009

Unstructured Play without adult support Childinitiated play Adult support for enabling environment, and sensitive

Unstructured Play without adult support Childinitiated play Adult support for enabling environment, and sensitive interaction One-to-one Focused learning Highly structured Adult-guided, playful experiential activities Adult-directed, little or no play Independent Guided group Whole class 13 © Crown copyright 2009

 • …’It follows that local providers and schools should establish policies designed to

• …’It follows that local providers and schools should establish policies designed to sustain children’s progress across (these) transition points. ’ Para 4. 1 of the Primary Curriculum Review • ‘(APP). . emphasises the continuity of assessment practice with that of the Early Years Foundation Stage profile. ’ Para 4. 11 of the Primary Curriculum Review 14 © Crown copyright 2009

Independent Review of the Primary Curriculum Pedagogy “ Taken together these factors should offer

Independent Review of the Primary Curriculum Pedagogy “ Taken together these factors should offer considerable flexibility … to strengthen learning through play and strongly support children’s progress and well-being over the three highly formative years linking pre-school provision with the Reception year and into Year 1. . ” (4. 17) Curriculum “. . enable schools to plan a curriculum in Year 1 that is more aligned to the six areas of learning and development in the EYFS, whilst ensuring appropriate attention continues to be paid to developing speaking and listening, early reading, writing and number work. ”(4. 44) Assessment “To achieve this, however, Year 1 teachers will require a sound understanding of the EYFS in order to make the most effective links to the National Curriculum and to enable them to support children who are still working towards the Early Learning Goals. ” (4. 45) 15 © Crown copyright 2009

In particular the primary curriculum should: … • provide continued entitlement from early years

In particular the primary curriculum should: … • provide continued entitlement from early years to a coherent, broad and balanced curriculum’ Page 5 • ‘The new curriculum …recognises the importance of play based and active learning in engaging children and helping them achieve a wide range of outcomes and make the best possible progress. ’ Page 7 16 © Crown copyright 2009

Session 2 In Pursuit of Progress: securing schools’ capacity 17 © Crown copyright 2009

Session 2 In Pursuit of Progress: securing schools’ capacity 17 © Crown copyright 2009

Progression: two key aspects • Progression in learning “Inspections reports of outstanding primary schools

Progression: two key aspects • Progression in learning “Inspections reports of outstanding primary schools provide evidence of the importance of systematic teaching of phonics in promoting rapid progress in early reading. ” HMCI Annual Report 2008 -2009 • Progression in school improvement “A strong focus on ensuring consistency in teaching, and reducing variation in quality, is essential to further progress. ” HMCI Annual Report 2008 -2009 18 © Crown copyright 2009

Phonic progress Assessment of progress through the phonic phases is a means to an

Phonic progress Assessment of progress through the phonic phases is a means to an end – not an end in itself. Over-dwelling on the nature of ‘secure’ can become a barrier to progress. The focus of discussion in schools must now move on… 19 © Crown copyright 2009

The slow start to Phase 2 • While there are some issues around staggered

The slow start to Phase 2 • While there are some issues around staggered or part-time starts, the principal reason for delay in starting phase 2 is simply that it is not begun at the appropriate time. Discussion: • In groups identify three strategies for ensuring a prompt start. • What do you say when you are told the children are “not ready” to begin Phase 2? 20 © Crown copyright 2009

Phase 4: Avoiding the ‘scenic route’ • Phase 4 is short (4 week maximum)

Phase 4: Avoiding the ‘scenic route’ • Phase 4 is short (4 week maximum) because it is no more than a consolidation of children’s prior knowledge in the context of words containing adjacent consonants and polysyllabic words. • Some consultants and teachers have found that from Phase 3 children can move directly into a blend of Phase 4 and Phase 5. Discussion: • In groups agree two strategies for ensuring that Phase 4 is covered rapidly. 21 © Crown copyright 2009

From YR to Y 1: • Too many children experience a set-back when they

From YR to Y 1: • Too many children experience a set-back when they move from YR to Y 1. This is because some Y 1 teachers do not start from where the children were at the end of the summer term. Discussion: • In groups agree things which you believe constitute best practice for a consultant in ensuring that the Y 1 set-back does not happen. 22 © Crown copyright 2009

The 2 nd aspect of progression: CLLD as school improvement In the target schools:

The 2 nd aspect of progression: CLLD as school improvement In the target schools: • Relentless focus on the creation of strong leadership at school level • The leadership team must be provided with clear and realistic feedback • Termly review meetings involving the HT are crucial • The school must engage energetically with the challenge of maintaining momentum and working for sustainability • The SIP must comment evaluatively on the effectiveness of the school’s response to and use of CLLD support 23 © Crown copyright 2009

The 2 nd aspect of progression: CLLD as school improvement “Nowhere is an entitlement

The 2 nd aspect of progression: CLLD as school improvement “Nowhere is an entitlement to ‘quality first teaching’ more necessary or important than in equipping every child with a command of reading and writing skills. ” Independent Review of the Primary Curriculum, Final Report Good consultancy develops in the school a coherent understanding of how the different elements of the CLLD Programme are all essential and work interdependently to build quality first teaching. 24 © Crown copyright 2009

The 2 nd aspect of progression: CLLD as school improvement • In the universal

The 2 nd aspect of progression: CLLD as school improvement • In the universal offer get messages straight, to help all schools understand that CLLD is a tried and tested good practice approach developed by the Strategies as the default model. Discussion: • In your groups agree five key messages that all schools need to grasp if they are to understand how CLLD can support and strengthen the development of early literacy. 25 © Crown copyright 2009

Session 3 The Gateway to Writing http: //nationalstrategies. standards. dcsf. gov. uk/node/254287 26 ©

Session 3 The Gateway to Writing http: //nationalstrategies. standards. dcsf. gov. uk/node/254287 26 © Crown copyright 2009

Primary Curriculum Review: Recommendation 11 • The two early learning goals for writing should

Primary Curriculum Review: Recommendation 11 • The two early learning goals for writing should be retained as valid, aspirational goals for the end of the EYFS • The DCSF should consider producing additional guidance for practitioners on supporting children’s early writing and should offer practical examples of how this can work 27 © Crown copyright 2009

Overview • Web based resource bank • Existing and new writing guidance • Specific

Overview • Web based resource bank • Existing and new writing guidance • Specific needs of boys • Examples of effective practice • Writing samples • Four interdependent strands of language development • Crucial role of practitioners 28 © Crown copyright 2009

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Getting started • First things first: Identify your priorities • Flowcharts • Frequently Asked

Getting started • First things first: Identify your priorities • Flowcharts • Frequently Asked Questions 33 © Crown copyright 2009

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New documents Two main documents: • The crucial role of the Early Years practitioner

New documents Two main documents: • The crucial role of the Early Years practitioner in supporting young writers within a literacy rich environment • Boys and writing 37 © Crown copyright 2009

Audits • First things first: Identify your priorities • Writing provision for boys audit

Audits • First things first: Identify your priorities • Writing provision for boys audit • Literate role play provision for boys audit: blank and completed 38 © Crown copyright 2009

Smaller documents • Learning about sentences • Developing handwriting • Meeting the needs of

Smaller documents • Learning about sentences • Developing handwriting • Meeting the needs of gifted and talented boys • FAQs • Flowcharts 39 © Crown copyright 2009

Session 4 LA Presentation and discussion 40 © Crown copyright 2009

Session 4 LA Presentation and discussion 40 © Crown copyright 2009

Plenary and evaluations 41 © Crown copyright 2009

Plenary and evaluations 41 © Crown copyright 2009

Crown copyright • • The content of this publication may be reproduced for non-commercial

Crown copyright • • The content of this publication may be reproduced for non-commercial research, education or training purposes provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. For any other use of this material please apply to OPSI for a Click-Use, PSI Licence, or by writing to: Office of Public Sector Information Policy Team National Archives Kew Richmond Surrey TW 9 4 DU Email: licensing@opsi. gov. uk Web: www. opsi. gov. uk/click-use/index. htm • The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party, or to Royal Arms and other departmental or agency logos, nor does it include the right to copy any photographic or moving images of children or adults in a way that removes the image or footage from its original context. © Crown copyright 2009