CLLD Consultants’ CPD Events March 2010

© Crown copyright 2009

CLLD Consultants’ CPD EventsMarch 2010


2

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.


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AgendaWelcome and introduction

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

BreakSession 2: Schools’ capacity to secure all children’s entitlement; challenging progress

Session 3: Introduction to The Gateway to WritingLunch

Session 4: LA presentation and discussionPlenary and evaluations


DCSF analysis

January 2010

Relationships between EYFSP and Key Stage Results


5

Relationship between EYFSP CLL scale points and KS1 Reading performance

Source: SARD, 2009

52%

33%

15%

5%

2%

28%

45%

49%

40%

26%

12%

4%

1%

7%

12%

19%

24%

25%

19%

11%

4%

1%

6%

7%

13%

21%

29%

34%

29%

17%

6%

3%

2%

4%

8%

14%

24%

34%

33%

20%

3%

4%

10%

23%

46%

74%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

1

2

3

4

5

6

7

8

9

Av

era

ge

CL

L S

ca

le P

oin

ts

KS1 Reading Level

W 1 2c 2b (expected) 2a 3


6

… and KS1 writing performance…

Source: SARD, 2009

59%

42%

22%

10%

3%

26%

41%

48%

44%

31%

17%

7%

2%

7%

12%

20%

30%

36%

33%

23%

11%

3%

4%

4%

8%

14%

23%

34%

39%

32%

16%

3%

1%

1%

3%

6%

12%

23%

35%

34%

1%

1%

3%

8%

21%

46%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

1

2

3

4

5

6

7

8

9

Ave

rag

e C

LL

Sc

ale

Po

ints

KS1 Writing Level



7

… and KS1 maths performance

Source: SARD, 2009

47%

26%

10%

3%

1%

28%

43%

41%

28%

16%

6%

2%

0%

11%

19%

29%

33%

31%

23%

12%

5%

1%

7%

9%

15%

24%

32%

37%

32%

21%

8%

4%

3%

5%

9%

16%

25%

35%

39%

30%

2%

4%

9%

18%

36%

61%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

1

2

3

4

5

6

7

8

9

Ave

rag

e C

LL

Sc

ale

Po

ints

KS1 Maths Level



8

There is a relationship between PSRN and KS1 Maths performance…

Source: SARD, 2009

50%

29%

15%

6%

2%

31%

45%

47%

39%

25%

12%

4%

1%

9%

17%

25%

32%

35%

30%

17%

7%

2%

6%

6%

11%

17%

26%

35%

35%

24%

10%

3%

2%

3%

5%

9%

18%

31%

38%

30%

2%

2%

5%

13%

30%

59%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

1

2

3

4

5

6

7

8

9

Av

era

ge

PS

RN

Sc

ale

Po

ints

KS1 Maths Level



9

…yet it is the CLL scales that are most highly correlated with KS1 outcomes

Foundation Stage Profile 2007KS1 Reading

2009KS1 Writing

2009KS1 Maths

2009 KS1 APS 2009

PSE: Dispositions and attitudes 0.49 0.50 0.49 0.53PSE: Social development 0.44 0.45 0.42 0.47PSE: Emotional development 0.45 0.45 0.43 0.48

CLL: Language or communication and thinking 0.52 0.51 0.50 0.56CLL: Linking sounds and letters 0.66 0.64 0.61 0.68CLL: Reading 0.64 0.62 0.60 0.67CLL: Writing 0.65 0.65 0.61 0.68

PSRN: Numbers as labels for counting 0.61 0.60 0.62 0.65PSRN: Calculating 0.61 0.59 0.62 0.66PSRN: Shape, space and measures 0.56 0.54 0.56 0.60

Knowledge and Understanding of the World 0.48 0.47 0.49 0.52Physical Development 0.44 0.45 0.44 0.48Creative Development 0.45 0.45 0.42 0.48

EYFSP PSE average 0.49 0.50 0.48 0.53EYFSP CLL average 0.68 0.67 0.64 0.71EYFSP PSRN average 0.64 0.62 0.64 0.68

EYFSP overall average 0.64 0.63 0.62 0.68Source: SARD, 2009


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Session 1

The transition to the

Revised Primary Curriculum

and ‘fit for purpose’ pedagogies


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Primary Curriculum Review

• The early phase of curricular progressions in the (draft) programmes of learning show how 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


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Highly structured

Adult-directed, little or no play

Unstructured

Play without adult support

Contexts for learning: Play and Playfulness

Direct instruction

Providing assistance

Guided interaction

Participating in play

Providing direct and instructive teaching

Orchestrating interactive teaching

Reviewing learning, intervening and supporting learning

Structuring and steering independent learning

Focused learning

Adult-guided, playful experiential activities

Child-initiated play

Adult support for enabling environment, and sensitive interaction


13

Unstructured

Play without adult support

Focused learning

Adult-guided, playful experiential activities

Child-initiated play

Adult support for enabling environment, and sensitive interaction

Highly structured

Adult-directed, little or no play

One-to-one Independent

Whole classGuided group


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• …’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


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Independent Review of the Primary CurriculumPedagogy

“ 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 Year1..” (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)


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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


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Session 2

In Pursuit of Progress:

securing schools’ capacity


18

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


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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…


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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?


21

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.


22

From YR to Y1:

• Too many children experience a set-back when they move from YR to Y1. This is because some Y1 teachers do not start from where the children were at the end of the summer term.

Discussion:• In groups agree three things which you believe

constitute best practice for a consultant in ensuring that the Y1 set-back does not happen.


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The 2nd 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


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“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.


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• 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.


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Session 3

The Gateway to Writing

http://nationalstrategies.standards.dcsf.gov.uk/node/254287


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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


2828

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


33

Getting started

• First things first: Identify your priorities

• Flowcharts

• Frequently Asked Questions


37

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


38

Audits

• First things first: Identify your priorities

• Writing provision for boys audit

• Literate role play provision for boys audit: blank and completed


39

Smaller documents

• Learning about sentences

• Developing handwriting

• Meeting the needs of gifted and talented boys

• FAQs

• Flowcharts


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Session 4

LA Presentation and discussion


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Plenary and evaluations


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Documents

CLLD Consultants’ CPD Events March 2010