How you can achieve sustainable accelerated progress & attainment in

writing.

Funding Application Assistance

2019

www.Janepoweducation.com

"The progress the children have made is phenomenal."Rachael, Assistant Principal Phase 3 Lead / English Lead

Contents

Introduction........................................................................................................3

Purpose...............................................................................................................4

Intervention.........................................................................................................4

Specific Activities.................................................................................................5

Set of Principles...................................................................................................5

How much time and resources are required?.....................................................6

What is the evidence for the principles behind the programme?.......................6

Impact evidence data..........................................................................................7

References to quoted research...........................................................................9

Further Resources.............................................................................................10

Children’s Writing Samples - Gallery.................................................................10

Pricing................................................................................................................11

Appendices........................................................................................................12

Jane Pow...........................................................................................................12

The next steps...................................................................................................13

Introduction This document is designed to assist you in any funding applications you may apply for or for explaining and/or convincing/justifying this investment to more senior members or stakeholders.

This is a proven approach to achieve accelerated progress & attainment in writing. It is based upon over

40 years classroom experience and international research.

It is applicable for children aged 3 – 14, covering FS1 to Key Stage 4.

This approach is implemented fully over a 2 year period; this allows for full flexibility and local ownership to meet your specific needs. Whole school, year group, a specific class, you decide how and when.

It works for all children and has be shown to specifically support development of disadvantaged children, which is explored further.

At the heart it is based upon treating writing as an experience and NOT a technical skill and requires excellent formative assessments skills from teachers.

It will bring about transformational change very quickly and senior leaders and teachers will be left wondering why they had not encountered this before.

"I feel this is the way that teaching should be done."

William Key Stage 2 Leader -Year 6 Class Teacher

Purpose

The purpose of the project is to apply a specific approach to teachingCompositional writing to pupils based on a strong pedagogical foundation underpinned by a fundamental set of principles (these are provided later in the document).

The use of stimulating real experiences to inspire writing will particularly support development of disadvantaged pupils as confident writers.

Intervention

Teachers and school leaders will potentially experience a blended approach to implementation (dependent upon which option is chosen) that includes face-to-face training, classroom coaching and extensive online resources designed to meet each school’s needs.

The initiative will achieve successful implementation with minimal face to face training, relying on highly effective online resources to minimize cost and disruption for the school and maximize sustainability.

The school will have a high level of ownership in the implementation of the project and will be encouraged to adapt this approach to meet their needs. The school will be supported in this by experienced external expertise and input.

Specific ActivitiesThese include: (option dependent)

• A single full day for school leads introduction covering guidance for implementation and first-hand experience of delivering lessons.

• Teachers/TA’s and school leaders will access online resources introducing this approach including video demonstration sessions and in depth explanation of the fundamental set of principles.

• Further online resources with ideas for achieving greater depth in writing, examples from other teachers providing creative inspiration and simple systems for embedding basic skills.

• Pupils are exposed to the approach by their teachers in every writing session, who are supported by online resources, school leads and/or external trainers.

Set of Principles

• Children learn best through first-hand experience.

• Children write with more stamina and commitment to excellence when they have ownership of their writing.

• The link between ‘talk’ and ‘write’ is a critical element in preparing pupils to write with commitment and confidence.

• Pride in presentation of work is achieved when the pupil has high stakes ownership of their own work.

• Basic skills (EGPS) are more effectively taught within the context of writing rather than in a ‘skills vacuum’.

• High quality, in-depth formative assessment is central to ensuring effective skills input and improvement of writing outcomes.

How much time and resources are required?A designated school lead, who will help to manage the implementation, will receive training (either online or online & in person) and have immediate

access to exclusive content designed to assist with the successful implementation.

Schools will have access to online videos & resources describing and introducing the approach along with experiences from teachers at participating schools. This will require 1 to 2 hours elapsed time whenever and wherever each member of the teaching staff decides to access this. In our experience after between 2 to 6 professional development meetings every teacher will be ready to introduce this to children. It will vary due to individual personalities, experience, knowledge, skills, confidence and above all attitude.

A twilight session at school with a consultant/ or school lead to answer any questions with all staff, again using the online resources; will take place before introducing the approach to children.

The consultant will work with the school lead to develop an implementation plan, carry out demonstration sessions and coaching sessions. (Premium package only).

What is the evidence for the principles behind the programme?The content of the programme is based on pedagogy around pupils taking ownership of their writing, inspired by the real world. The principles are influenced by contemporary research and pedagogy endorsed by Ofsted

(2011) and the DfE’s (2012) analysis of writing research. It addresses the challenge for teachers seeking out a range of independent pieces of writing (STA, 2017) for an accurate assessment at the end of KS2.

Using this approach ensures all pupils, including disadvantaged, write at a higher level than previously achieved and it impacts upon the overall quality of

the teaching to which those pupils are exposed. Research has consistently shown that the most influential factor in the attainment of disadvantaged pupils is the quality of the teaching (Sutton Trust, 2011; EEF, 2017).

Our work has proved that pupils learn their ideas matter and this impacts positively upon their confidence as writers. For disadvantaged pupils, this confidence is critical to their improved attainment. The DfE’s research (2012) found that confidence in writing seems to decrease with age throughout KS2, 3 and 4 and that evidence suggests that overall pupils non-eligible for FSM consider themselves as better writers compared to those who are eligible.

Impact evidence data90 pupils in year 6 at Mount Pellon Academy, Halifax were introduced to this approach in September 2017.

This was introduced with some apprehension from the year 6 teachers given the coming SATs and the fact that the pupils had not had this new approach embedded throughout the school. The school has over 70% EAL and over 37% disadvantaged pupils.

The year group consists of 30 disadvantaged pupils.

Their results in year 5, April 2017 for writing Age Related Expectation (ARE):

Progress – Cohort 9% Disadvantaged Pupils 11%

Attainment – Cohort 7% Disadvantaged Pupils 0%

In April 2018, after 3 half-terms of exposure to this approach their results were:

Progress – Cohort 81% Disadvantaged Pupils 71%

Attainment – Cohort 65% Disadvantaged Pupils 60%

These remarkable results cemented the view that this approach could and does work for all children and all teaching staff, from NQTs to very experienced teachers, given the core principles are adhered to. The teachers and pupils also really enjoyed this simple approach.

Park Primary School, Doncaster introduced this as a pilot project for Year 5 in April 2016. This project was continued into Year 6; 3 terms in total before external moderation.

There were 35 pupils in the class, 20 of which were disadvantaged.86% of the cohort achieved accelerated progress and 85% (17 out of 20) disadvantaged pupils also achieved accelerated progress in writing.

St Patricks Voluntary Academy, Sheffield introduced this approach to the whole school in September 2015; improving writing was a development plan priority.

The cohort for year 6 was 33 pupils of which 6 were disadvantaged. The writing progress scores in 2016 were+5.88 for the cohort (well above average) and +2.55 for disadvantaged pupils.Writing attainment for the cohort was 82% versus 74% National and 55% greater depth versus 15% National.

References to quoted researchWhat is the research evidence on writing? DFE, 2012https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/183399/DFERR238.pdf

Writing enjoyment, behaviours and attitudes in 8-11 year olds in 2017-18.https://literacytrust.org.uk/research-services/research-reports/writing-enjoyment-research-2017-18/

Teacher assessment and moderation: addressing misconceptions. STA, 2017https://www.youtube.com/watch?v=BQ-73l71hqQ

Improving the impact of teachers on pupil achievement in the UK, Sutton Trust, 2011https://www.suttontrust.com/wp-content/uploads/2011/09/2teachers-impact-report-final.pdf

Improving literacy in KS2. Education Endowment Foundation, 2017.

https://educationendowmentfoundation.org.uk/public/files/Publications/Campaigns/Literacy/KS2_Literacy_Guidance_-_Printable.pdf

Further Resources

This document is designed to introduce you to our proven accelerated writing & progress approach. The following video resource is a great place to start and very useful at getting over the true nature and impact of this approach.

This short video clearly introduces this wonderful writing approach.

Watch video here: https://janepoweducation.com/

Children’s Writing Samples - Gallery

Access the full gallery here: https://janepoweducation.com/gallery

PricingRisk free purchase - if for

whatever reason you are not satisfied we will give you

your money back

STANDARD

£2997+vatPer year

for 2 years

PREMIUM

£5497+vat Per year

for 2 years

STARTER BOOSTER

£2350+vatSingle Purchase

A value for money addition to the Standard Package and can be used jointly by a number of

schools coming together

Unlimited Access to Training Modules 24/7

All teaching staff All teaching staffNA

Download Resources NA

School Lead training

on line On line & on site on siteDedicated Telephone Assistance

Email assistance

Classroom Demonstration Videos & Resources

Monitoring / Assessment Documents Download

Dedicated Consultant – implementation & guidance. 7 Day 3 daysDemonstration Sessions

Coached Sessions

Assessment & evaluation report. Benchmarking & progress adviceAccredited Partner Status- qualification required

Subsidized Access to other CPD products

Total investment – all prices subject to vat £5994 £10994 £2350Pupil premium equivalentapproximate spend 2.3 4.2 4.2

AppendicesJane Pow

National College for Teaching & Leadership – Researching and writing the materials for 2 of the modules on the new NPQH programme; Level 2 Improving Teaching, Level 3 Leading Staffing Effective Teams. Researching and writing materials for the Chair of Governors Programme.

Master’s Degree – Leadership & Management in Education

Department of Education Expert Panel – Assessment & Accountability

Standards and Effectiveness Partner – Partners in Learning Doncaster

UNICEF, Macedonia & Kosovo – Led an international project working with schools to set up a more interactive and approved approach to teaching – 5 year project

Bishop Grosseteste University – Senior Lecturer teacher training ; worked on 4 year Graduate Course, PGCE Course and became Head of In Service responsible for all award and non-award bearing courses – including Master Courses and in school training courses

Founded Benjamin Curtis Foundation 1999 – Working with Local Authorities, the DFE, The National College and working with individual schools and teachers, NQTs, teaching assistants and head teachers on all aspects of teaching and learning and school leadership

Key note Speaker

Published Author

The next steps Adopt “I believe I am a writer” approach to writing for all pupils

or as a pilot

This could be targeted at Pupil Premium Children – who will benefit, however, this approach will benefit all children

Evaluate in 6 months

Become a Regional Accredited Partner

Visit : www.Janepoweducation.com to find out more.

If you would like to arrange for a discussion or require further information about how your school might benefit then please either give me a call or send me an email.

If you are enquiring about working with us and helping schools achieve transformational change then also please get in contact and we can have a discussion in the first instance.

My contact details are below:

Sufian Abdullah

CEO & Co-founder

Tel: 07946 346 570

Email: Sufian@janepoweducation.com