CPD for secondary school librarians in Staffordshire

aln@monkswalk.herts.sch.uk www.adamlancaster.co.uk

Who am I? Librarian Assistant Headteacher SLA School Librarian of the Year 2012/13 Libraries, Literacy & Reading Consultant

Save the Child Civitas Unesco Secondary schools Primary schools MLS

Past Chairman FCBG Founder National Non-Fiction Day Organiser Hatfield House Bookfest Founder Illustr8or FCBG project coordinator SSAT Lead Practitioner Past SLS advisory resource librarian Educational writer

What do I in school?Lead on literacy and information literacy (prep)Collapsed timetable coordinator (extended learning

days)QiSS coordinatorCultural Diversity Award coordinatorTrust PartnerGovernorGovernor Mark coordinatorReading Partners founder/coordinatorSecondary school librarians CPD coordinatorMPS trainerMiddle managers training programmeCharity coordinator

KEY POINTSKNOW THE GAME AND PLAY ITMAKE IT EASY TO UNDERSTAND THE LIBRARYLINK WHAT YOU DO TO WHAT EVERYONE

DOESUS, NOT THEM AND MEMAP YOUR AIMS AGAINST KEY POLICIESDON’T BE OR BE PERCEIVED TO BE A VICTIMBELIEVE IN THE IMPORTANCE OF WHAT YOU

DODELIVER AND OVER DELIVER ON YOUR

COMITTMENTS

CPD for secondary school librarians in Staffordshire

Barriers that stop you promoting the library on a

whole school basis?

What are the barriers in your school? Time

Budget Attitudes Staffing

Line manager

What do you know concerning reading?With the person next to you jot down

1. What you think the government’s priorities are

2. What you think Ofsted’s priorities are &

3. What Ofsted will be looking for when they go into schools

Government Direction

White Paper Importance of Teaching 2010

Reform ITT to focus on key skills incl readingFocus on synthetic phonics (primary)Ensure new standards have focus on teaching early

reading (primary)Chance to follow enriching curriculum by getting

reading early (primary)Reading check at age 6 (primary)Reading trackingImportance of PISA (Programme for International

Student AssessmentFSM students intervention in reading

Ofsted’s focus

12

How does Ofsted define literacy?

‘Literacy includes the key skills of reading, writing and oral communication that enable pupils to access different areas of the curriculum.’

The school inspection handbook 2012, paragraph 39

13

The recent White Paper says: ‘When young people compete for jobs and enter the workplace, they will be expected to communicate precisely and effectively.’ (Para. 4.50) There is a clear expectation, that young people leaving the education system at 16, or more likely 19, will have the requisite literacy and communication skills to be employable and to be effective in that employment.

The challenge

Nearly one in eight pupils in 2012 did not reach the expected Level 4 in reading at the end of Year 6

Discuss what the impact of thisin school would be…

All teachers should:demonstrate an understanding

of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics.

Teacher’s standards 2012

Standard + -

1.1. Set high expectations which inspire, motivate and challenge pupils1.Establish a safe and stimulating environment for pupils, rooted in mutual respect2.Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions3.Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

   

1.2. Promote good progress and outcomes by pupils1.Be accountable for pupils’ attainment, progress and outcomes2.Plan teaching to build on pupils’ capabilities and prior knowledge3.Guide pupils to reflect on the progress they have made and their emerging needs4.Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching5.Encourage pupils to take a responsible and conscientious attitude to their own work and study

   

1.3. Demonstrate good subject and curriculum knowledge1.Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject and address misunderstandings2.Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

   

1. Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

2. If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics3. If teaching early mathematics, demonstrate a clear understanding of appropriate teaching

strategies

   

1.4. Plan and teach well structured lessons1.Impart knowledge and develop understanding through effective use of lesson time2.Promote a love of learning and children’s intellectual curiosity3.Set homework and plan out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired4.Reflect systematically on the effectiveness of lessons and approaches to teaching5.Contribute to the design and provision of an engaging curriculum within the relevant subject area(s) 

   

Raising expectations of pupils and teachers

Our analysis of inspection reports of schools that have become good provided a broadly similar picture:

more consistency across the school and high quality subject leadership

better understanding of the school’s strengths and weaknesses

high levels of accountability and strong performance management

stronger commitment to raise standards and team approach to achieve this

no inadequate teaching tolerated with significant investment in coaching and developing staff

sustained action to improve learning focussing on reading, writing and mathematical skills.

What is the impact of teachers being graded on this more?

Secondary schools - what’s the issue?

Not all pupils gaining Level 4 in English and maths go on to gain 5 A*-C at GCSE

Schools overly focused on GCSE D/C borderlineGL Assessment and York University study

(YARC)Transition at Year 7

What do inspectors look for?

Older students may well need to be supported to comprehend increasingly challenging texts across a range of subjects.

Grammar (e.g. passive voice, more complex sentences), vocabulary and new or unfamiliar content in school subjects will all pose challenges for comprehension.

What do inspectors look for?

While teaching is mostly good, the teaching of reading requires improvement particularly in subjects other than English.

What does the school need to do to improve further?

Teachers of all subjects should take every opportunity to help students to improve their reading skills, including through the use of phonics.

The George Eliot School URN 137079

The purpose of listening to reading

enthusiastic readers

able to use technical language to discuss their reading – genre, alliteration, metaphor

gaining confidence and presentational skills from preparing and reading aloud

showing stamina as readers (The wreck of the Zanzibar)

using extended sentences in this discussion – a reflection of their experience as readers that feeds into their oral language.  

School displays around the walls reinforce a focus on reading and the range of reading and authors.

What are we expecting to learn about the teaching and learning of reading from listening to lower-attaining readers?

Is the text well chosen to match pupils’ reading levels?

What is the level of their phonic knowledge and skill and are they able to apply this learning to decode unknown words?

What specific additional support and practice do these pupils receive?

Are the parents involved?

The Framework for School Inspections 2012

Focus on the low levels of reading pupils leave primary school at

How reading skills are applied across the curriculum

How well teachers enable reading skills

Reading, Writing and Communication (literacy) 2011

Part 2Promote reading skills i.e. skim & scanReading tracking and interventionA well stocked library importantStrong attitudes of teachers towards readingEnthusiastic librarian raises profile of readingShare views on books (literacy driven)Reading skills across the board

Cont…

Inspectors to visit activities indentified in schools as developing literacy

When looking at dataProgress made in readingAttainment in reading

Moving English forward 2012

Develop policies to promote reading throughout the school

Raise issues of declining reading levels

Reading for pleasure

Good library based evidence

The Inspector

Still down to interpretation of Inspector

As well as the themes of the visit

Revisit those points…Promote reading skills i.e. skim & scanReading tracking and interventionA well stocked library importantStrong attitudes of teachers towards readingEnthusiastic librarian raises profile of readingShare views on books (literacy driven)Reading skills across the board Inspectors to visit activities indentified in schools as developing

literacyProgress made in readingAttainment in reading (data driven)Develop policies to promote reading throughout the schoolRaise issues of declining reading levelsReading for pleasureGood library based evidence

What do you do?

Report priorities grid

Look at the areas & pick 4 areas to start filling in

It is of vital importance that you are aware of the issues surrounding Ofsted and their priorities

How can you have an impact on Ofsted then?

To impact on Ofsted you need toHave an impact on the important documents in

your school

Raise OnlineSEFSIPFFT dataLATData DashboardPANDAWebsite

Self Evaluation FormThis is a vital document in an Ofsted visit

Achievement TeachingLeadershipBehaviour & SafetySMSC

What are your schools priorities?

Look at your school’s Improvement/Development plan

Jot down the ¾ most important areas in your school

Look at your library’s Improvement/Development plan

Jot down the ¾ most important areas in your library

SIP/SGPThis is vitally important to the direction of the

school

Understand SIP and how your work supports this

Make sure your LIP matches key features Share this with your SLT link and everyone

else

Rewrite your LIP based on what you know about your SIP

Using the template start to rewrite your LIP

Don’t put more than 4 points for each section

Rigour and quality count more than quantity

Key words

ImpactAttainment Achievement

What is the impact of what you are doing – how can you show this?

How do you affect the attainment and achievement of students and how can you show this

If you can do this…Schools are looking for evidence to prove the

impact they haveThis can come from anywhereThe new framework provides the best

opportunity to show what you do as it’s a new direction there will be little people are already doing

Remember to prove your impact and shout about what you are doing

The key is to…Utilise your knowledge of Ofsted and

government prioritiesLink the work that you do into these

prioritiesUnderstand the schools prioritiesMake sure your priorities link in to theseMake sure your line manager sees this

Literacy & the library

Teaching of reading strategiesInvolving parentsPartnerships with primariesTargeting weak readersRunning reading intervention

Key words

ImpactAttainment Achievement

What is the impact of what you are doing – how can you show this?

How do you affect the attainment and achievement of students and how can you show this

KEY POINTSKNOW THE GAME AND PLAY ITMAKE IT EASY TO UNDERSTAND THE LIBRARYLINK WHAT YOU DO TO WHAT EVERYONE

DOESUS, NOT THEM AND MEMAP YOUR AIMS AGAINST KEY POLICIESDON’T BE OR BE PERCEIVED TO BE A VICTIMBELIEVE IN THE IMPORTANCE OF WHAT YOU

DODELIVER AND OVER DELIVER ON YOUR

COMITTMENTS