PRIMARY ENGLISH SUBJECT LEADER NETWORK MEETING Autumn 2019

PRIMARY ENGLISH SUBJECT LEADER NETWORK MEETING Autumn 2019 Helen Lockyer § Responding to local and national priorities § Facilitating networking and the sharing of good practice in Gloucestershire schools http: //www. gloucestershire. gov. uk/schoolsnet/

Picklenash Junior School Feedback from the school’s recent Section 5 Ofsted inspection. Sharing the school’s experience of the Deep Dive process for Reading and Writing: the types of questions that were asked and the activities that the Inspectors undertook over the two days.

Writing for a purpose Vocabulary Oracy Monitoring Reading for comprehension Reading for Pleasure Reading for fluency Punctuation Grammar Spelling Handwriting Editing Planning for writing Phonics Independence Attitudes to writing

2019 EYFS/KS 1/KS 2 Performance Data Statistics: EYFS profile https: //www. gov. uk/government/collections/statistics-early-years-foundation-stageprofile Statistics EYFSP assessments including breakdowns by pupil characteristics. Statistics: on KS 1 https: //www. gov. uk/government/collections/statistics-key-stage-1 Statistics on national curriculum assessments at KS 1 and PSC results. Statistics: KS 2 https: //www. gov. uk/government/collections/statistics-key-stage-2 National curriculum assessments and review outcomes at KS 2, including measures of progress between KS 1 and KS 2.

YR: 2018/19 Writing (ELG 10): % achieving each level of development At Least Expected Exceeding Expected Emerging England Gender Area Reading (ELG 09): Percentage achieving point gap at least between expected F/M level in achieving AOL for at least Literacy expected level All 23. 1% 58. 3% 18. 6% 76. 9% 26. 3% 62. 9% 10. 9% 73. 7% 73. 4% England F 17. 9% 61. 5% 20. 6% 82. 1% 20. 0% 66. 4% 13. 6% 80. 0% 79. 6% England M 28. 0% 55. 2% 16. 7% 72. 0% 32. 2% 59. 5% 8. 3% 67. 8% 67. 5% Glos All 21. 0% 57. 8% 21. 2% 79. 0% 25. 7% 63. 4% 10. 9% 74. 3% 73. 9% Glos F 16. 1% 60. 0% 23. 8% 83. 9% 19. 7% 66. 4% 14. 0% 80. 3% 80. 0% Glos M 25. 7% 55. 7% 18. 6% 74. 3% 31. 6% 60. 5% 7. 8% 68. 4% 68. 0% 12. 1 12. 0

YR: 2017/18 Writing (ELG 10): % achieving each level of development At Least Expected Exceeding Expected Emerging England Gender Area Reading (ELG 09): Percentage achieving point gap at least between expected F/M level in achieving AOL for at least Literacy expected level All 23. 0% 58. 4% 18. 6% 77. 0% 26. 4% 62. 5% 11. 1% 73. 6% 73. 3% England F 17. 6% 61. 6% 20. 8% 82. 4% 19. 8% 66. 2% 14. 0% 80. 2% 79. 8% England M 28. 1% 55. 3% 16. 6% 71. 9% 32. 6% 59. 1% 8. 4% 67. 0% Glos All 22. 6% 56. 6% 20. 7% 77. 4% 27. 6% 61. 4% 11. 1% 72. 4% 71. 9% Glos F 18. 2% 58. 3% 23. 5% 81. 8% 21. 7% 64. 6% 13. 7% 78. 3% 77. 6% Glos M 26. 7% 55. 1% 18. 2% 73. 3% 33. 0% 58. 4% 8. 7% 67. 0% 66. 6% 12. 8 11. 0

YR: 2016/17 Writing (ELG 10): % achieving each level of development At Least Expected Exceeding Expected Emerging England Gender Area Reading (ELG 09): Percentage achieving point gap at least between expected F/M level in achieving AOL for at least Literacy expected level All 23. 0% 58. 4% 18. 7% 77. 0% 26. 7% 62. 1% 11. 1% 73. 3% 72. 8% England F 17. 6% 61. 3% 21. 1% 82. 4% 20. 1% 65. 6% 14. 3% 79. 9% 79. 4% England M 28. 1% 55. 6% 16. 4% 71. 9% 33. 1% 58. 8% 8. 1% 66. 9% 66. 5% Glos All 22. 1% 57. 0% 20. 9% 77. 9% 28. 2% 60. 5% 11. 4% 71. 8% 71. 4% 17. 0% 59. 9% 23. 1% 83. 0% 21. 7% 64. 1% 14. 2% 78. 3% 77. 9% Glos F Glos M 26. 9% 54. 3% 18. 8% 73. 1% 34. 3% 57. 0% 8. 7% 65. 7 65. 1% 12. 9 12. 8

Phonics Screening Check (PSC): meeting the expected standard PSC National (Glos LA) Year 1 End of KS 1 Change: Y 1 -end of KS 1 (percentage points) 2019 82% (81%) 91% (92%) +9 (+11) 2018 82% (81%) 92% (92%) +11 (+13) 2017 81% (79%) 92% (92%) +11 (+12) 2016 81% (80%) 91% (91%) +14 (+15) 2015 77% (76%) 90% (91%) +16 (+16) 2014 74% (75%) 89% (90%) +20 (+18) 2013 69% (72%) 85% (88%) +27 (+27)

KS 1 Attainment Subjects Reading Writing EXS+ / GDS: National (Glos LA) 2016 2017 2018 2019 74% / 24% 76% / 25% 75% / 26% 75% / 25% (73% / 23%) (75% / 25%) (75% / 26%) (75% / 27%) 65% / 13% 68% / 16% 70% / 16% 69% / 15% (61% / 12%) (66% / 14%) (69% / 15%) (67% / 14%) 73% / 18% 75% / 21% 76% / 22% Mathematics (69% / 15%) (74% / 18%) (75% / 20%) (74% / 21%) Science 82% (82%) 83% (84%) 82% (83%)

KS 2 Attainment Subjects % EXS+ / % High* or GDS*: National (Glos LA) 2016 66%/19% Reading (69%/23%) 74%/15% Writing (70%/13%) 70%/17% Mathematics (70%/18%) 73%/23% GPS (73%/23%) 70%/Science (80%/-) 2017 72%/25% (75%/29%) 76%/18% (74%/17%) 75%/23% (76%/23%) 77%/31% (77%/31%) 75%/(80%/-) 2018 75%/28% (76%/30%) 78%/20% (77%/20%) 75%/24% (74%/22%) 78%/34% (77%/33%) 82%/(82%/-) 2019 73%/27% (76%/30%) 78%/20% (77%/20%) 79%/27% (74%/22%) 78%/36% (77%/33%) 83%/(82%/-) * ‘High’: scaled score (reading/maths/GPS) of 110+; and GDS (writing TA only). Attainment in writing TA in 2018 and 2019 is not directly comparable to earlier years (2016 and 2017) due to changes to the writing TA framework in 2017/18.

Primary School Accountability 2019 (2018; 2017) KS 2 Attainment KS 1 -KS 2 Average Progress Score EXS+ (RWM) Reading Writing Maths National 65% (64%; 61%) 0 0 0 Glos LA +0. 4 64% (63%; 62%) (+0. 2; +0. 8) -0. 3 (-0. 2; -0. 4) -0. 2 (-0. 4; +0. 1) 2019 KS 2 Ready Reckoners and Transition Matrices National Glos LA Reading/Writing/Mathematics (combined) EXS+ / High Standard (GDS) 2017 2018 2019 61% / 9% 64% / 10% 65% / 11% 62% / 9% 63% / 10% 64% / 11%

The 2019 KS 2 Reading test-The facts • 3 separate, un-themed texts, placed in order of difficulty • 2 fiction, 1 non-fiction • QLA shows that most questions were answered by more than 80% of children • 18/40 questions included a page/paragraph/section locator • Final text- locators are just page references to increase the level of difficulty • Children can achieve the EXS without accessing the final text

Questions raised from the analysis of the 2019 KS 2 Reading test • Are the question stems seen in the KS 2 test being used across the school? • Are skimming and scanning skills taught across primary school? • Do children understand the precision required when answering 2 and 3 mark questions? • Are our most able readers challenged by the texts that they read?

Is this reflected in reading lessons across KS 2?

8/40 questions were multiple choice Do children get regular access to high quality multiple choice questions? Writing a good multiple-choice question is a skill in itself for all teachers as a multiplechoice question includes 1 correct response and 3 plausible distractors. There is no red herring included within the 3 distractors.

2 h Make comparisons within texts

The narrow path had opened suddenly onto the edge of a great black lake. Perched atop a high mountain on the other side, its windows sparkling in the starry sky, was a vast castle with many turrets and towers…. . The fleet of little boats moved off all at once, gliding across the lake, which was as smooth as glass. Everyone was silent, staring up at the great castle overhead. It towered over them as they sailed nearer and nearer to the cliff on which it stood.

Find and Copy

Find and Copy • Children can be taught how to train their eye from EYFS if asked to ‘Find and Point’ to various objects in pictures which can then be changed to ‘Find and Copy’ when the child has the transcriptional skills to do so. • importance of a consistent approach when teaching skimming and scanning skills in all Year Groups.

Understanding words in a range of contexts Many children followed the instruction to ‘Find and Copy’ but didn’t copy the right word(s). • Importance of talking about words in different contexts • Depending on the function of the word in the sentence, the definition changes. For example, consider about how the word ‘course’ can be used. • Are we dedicating enough time to talking about language?

Are all children exposed to questions that require them to form impressions with evidence, and explain their opinion with evidence?

Key points ★Build up stamina to face 2 -mark and 3 -mark questions by using practice reading papers that are in the style and with the complexity of the new test ★Explicitly model writing precise answers ★Explicitly teach all KS 2 children to support their answers with evidence

2020 KS 1 and KS 2 Statutory Assessment

National Curriculum Assessments Calendar (October 2019) Important dates for primary schools to plan for the 2020 KS 1/KS 2 tests, TA and the PSC.

Primary Assessment Gateway A new online portal has replaced NCA tools for activities relating to 2020 national curriculum assessments. The Primary Assessment Gateway will be open to schools, LAs and MATs from October. NCA tools will remain open until Friday 29 November for schools to access 2019 KS 2 test results, including the outcomes of marking and clerical reviews. Standards and Testing Agency Tel: 0300 303 3013 (Mon-Fri 8. 30 am-5. 00 pm) assessments@education. gov. uk http: //www. gov. uk/sta

GCC Schoolsnet

End of KS 1/KS 2 Assessment and Moderation CPD Time: 09: 15 -15: 30 Venue: The Pavilion, Cheltenham Cost: £ 90. 00 per delegate To book: Link to Business Support Services KEY STAGE 1 KEY STAGE 2 § Monday 13 January; § Wednesday 15 January; and § Thursday 16 January 2020. § Monday 27 January; § Tuesday 28 January; and § Thursday 30 January 2020.

Homophones, weakly

Defining Curriculum ‘The curriculum - informal and formal –is what students will do in their 15, 000 hours in school. The curriculum is about the allocation of time: what we think matters. It embodies our values. ’ Hyman, 2019 Blatchford, R. (Ed. ) (2019) The Primary Curriculum Leader’s Handbook. Woodbridge: John Catt

Rich knowledge and cultural capital ‘It is the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement. ’ Ofsted, 2019