Review of Standards and Progress in Reading (Foundation Stage and Key Stage 1) Progress

AGENDA ITEM 6

BOROUGH OF POOLE

COMMUNITY SUPPORT AND EDUCATION SCRUTINY COMMITTEE

21 SEPTEMBER 2005

REPORT OF HEAD OF SCHOOL ADVICE AND SUPPORT SERVICES

REVIEW OF STANDARDS AND PROGRESS IN READING (FOUNDATION STAGE AND KEY STAGE 1) – PROGRESS REPORT AND FUTURE ACTION

1. PURPOSE OF REPORT

To inform the Committee of the progress made in implementing the recommendations of the Reading Standards Working Group, and to propose that a further scrutiny be undertaken.

1. DECISION REQUIRED

2.1To note the progress made, and also to note that reading standards are continuing to rise.

2.2To ask the Reading Standards Working Group to review pupils’ progress in reading at primary/secondary transfer as proposed in paragraph 5.2 below.

1. BACKGROUND

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, was undertaken between May and October 2004. The report of the Working Group that undertook the review was considered by the Community Support and Education Scrutiny Committee on 18 November 2004. All the recommendations were adopted, including an undertaking to report back on progress in September 2005.

1. PROGRESS ON IMPLEMENTING THE RECOMMENDATIONS OF THE WORKING GROUP

4.1The recommendations of the Working Group were:

(a)That schools be encouraged to –

1. develop a stronger phonic approach to reading, in line with DfES advice and guidance
2. embrace new technology (e.g. whiteboards as an aid to reading development)
3. further explore creative approaches to teaching and literacy development across the curriculum
4. continue to encourage parent/carer involvement in their child’s education and school life.

(b)The improvement 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 Services be continued.

(c)That the Head of School Advice and Support Services 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.

4.2Current indications are that reading standards across our schools continue to achieve high levels in comparison to national expectations. At Key Stage 1, 2005 results, 85% of pupils achieved level 2 and 30% achieved level 3. The proportion of pupils achieving level 3 is high compared to other Local Authorities. Good levels of reading have a huge impact on writing skills, where Poole is top in relation to statistical neighbours. At Key Stage 2, 84% achieved the national expectation of level 4, and 46% achieved level 5. Clearly by the time pupils reach Y6, nearly half of Poole children are reaching the upper level 5. This is a very good level of reading. In comparison to statistical neighbours, over the last three years the authority has improved towards the middle of the table.

4.3Advice given and materials supplied via the National Strategies phonic training programmes at Key Stage 1 have been offered to all schools. Many schools have taken a more robust approach to phonics development. Some schools have trialled the new Ruth Miskin approach advocated nationally. Playing with Sound phonic training has again been taken up by a significant number of schools.

Although these programmes will take some time to have an effect on

results, day to day assessment on the quality of improvement is good.

4.4All schools have made substantial investments in new whiteboards. A third of our primary schools have whiteboards in all classrooms. Many have four or five boards. Over 70 classrooms were equipped with interactive whiteboards and projectors through our project last year and schools have also added their own. There is no doubt these are having a powerful effect on how lessons are being taught. Again the effect of these new developments will take some time before it is reflected in results, but day to day assessment is very encouraging.

4.5The LEA has continued to support guided reading courses and specific training in literacy skills for teaching assistant support in classrooms. By January 2006, some seventy teachers will have been trained in visual literacy which will have significant impact on reading across the LEA.

4.6Improved target setting and data arrangements across all schools is ensuring that pupils are being tracked individually and appropriate ‘personalised’ development is available. Training for support staff in Additional Literacy Support and Further Literacy Support programmes are being targeted more carefully at pupil needs.

4.7Wave 3 developments, the provision of support to borderline special needs children in mathematics and literacy, is being embedded in schools. All schools have attended training for the acceleread/accelewrite software to support individual children at Key Stage 1. The training for this was supplied by the Literacy and Numeracy Support Service.

4.8Many schools are taking up opportunities to secure parent/carer involvement in their reading programmes. Some fifteen schools are currently offering Family Learning in Literacy programmes for parents. Recent developments in the nationally advocated phonics4parents programme will be considered when materials are available.

1. FURTHER ACTION

5.1The work undertaken by the Reading Standards Working Group has proved very useful and improvements at Foundation and Key Stage 1 will continue to be monitored and initiatives embedded.

5.2It would now be appropriate to continue the work on reading by focusing on another area where it is felt improvements might be made. The area suggested is in respect of older pupils who might be under-achieving in reading at primary/secondary transfer, and the various issues that could hinder progress at transfer, and how those pupils’ needs are met. The findings of this review might also be helpful in contributing to the educational debate on school organisation.

6.CONCLUSION

The recommendations of the Reading Standards Working Group have been implemented and progress will continue to be monitored. It is now proposed to take the Working Group’s work further by focusing on progress throughout the period of transfer from the primary to the secondary phase of education..

JANE PORTMAN

CHIEF ADVISER/HEAD OF SCHOOL ADVICE AND SUPPORT SERVICES

Contact:Terry Finn, Senior Adviser

Tel:01202 633544

Email:

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