2. Not just a literacy issue
70% of pupils permanently excluded from school have literacy difficulties
25% of young offenders have reading skills below those of an average 7 year old
60% of the prison population has literacy difficulties
Other long-term consequences – unemployment or low- paid work, mental health problems

3. Every Child a Reader
Wave 3 intervention – Year 1 and Year 2 children (5 years 9 months to 6 years 3 months)
Purpose is to ensure that every child achieves age-related expectations at the end of Key Stage One.
Part funds schools to employ and train specialist Reading Recovery (RR) teachers who deliver daily half hour lessons to children with significant difficulties.

4. Reading Recovery Six year-olds Half an hour a day for 12–20 weeks
Specially trained teachers

5. Roles for the Reading Recovery teacher
Advising on choice of interventions
Assessment to match the right form of support to the children
Training and coaching teaching assistants and others
Monitoring the quality of interventions
Evaluation

6. Wave 1 Majority 2 Just below average 3 Struggling Lowest
Quality First Teaching
Majority 2
Early Literacy Support Better Reading Partnership
Just below
average 3
Reading Rescue
or equivalent
Struggling
Reading Recovery
Lowest
attaining T A L K I N G P R E S

7. Getting the best from Reading Recovery
A teacher in a cupboard, or a whole-school approach that is effectively led and managed?

8. Why Reading Recovery?
Children on the programme make, on average, four times the normal rate of progress – far in excess of other interventions
There is good evidence that the initial impact doesn’t ‘wash out’
More than half the children, the very slowest learners in their class when they were six, go on to achieve national targets four years later
Established programme with 13 years’ experience of working in UK, an infrastructure and quality assurance

9. From here…
© Nelson Price Milburn Ltd 2007

10. to here…in 38.5 hours of teaching
© Nelson Price Milburn Ltd 2007

11. On entry to Reading Recovery

12. 14 weeks later

13. Raising standards in your school
At end of Key Stage 1, 72% of all children taught attained level 2 or above in reading and 71% in writing
At end of Key Stage 2:
four out of five reached level 3 or above
more than half reached level 4 or above
if they received Reading Recovery in Year 1, three out of four achieved level 4 or above

14. The children say...
‘I don’t need help. I’m clever now.’

15. A child in care in Liverpool
‘I can read now. I’m the only one in my
family who can read.’
A child in care in Liverpool

16. ‘It’s changed
my bloomin’ life!’

17. Government plans
‘Every Child a Reader scheme will be rolled out nationally, benefiting over 30,000 children a year by 2010–11’
In Rotherham a teacher leader will be appointed in the near future. 3 further schools will join the programme in September, with an additional 12 schools in

18. What is needed to operate Reading Recovery in your school?
A high quality, experienced teacher who supports four children individually, daily, for half an hour
A space free from distractions, with access to books and resources
Another teacher trained in assessment
Liaison between class teacher(s) and Reading Recovery teacher
Home–school links
Support for wider impact on literacy in school
Big project that has the potential to transform the lives of many many children who are currently not achieving their potential.
Each school is playing a key role - if one school lapses it will impact the entire project.
A) teach RR
B) Respond to our requests. We will only ask you for stuff that we need - we are not in the game of making additional work for the sake of it. Each player will be asked to complete progress reports. Please complete them and return in a timely fashion. Trustees have a habit of honing in on particular components/schools. We need to be able to satisfy them to ensure continued funding.

19. Criteria for selection
Commitment to part fund the 0.6 RR teacher.
Sufficient numbers of underachieving and or vulnerable children.
A commitment to early literacy intervention as an integral part of the school’s strategy to address underachievement.

20. Changing lives
‘In the first three years of school, educators have their one and only chance to upset the correlation between intelligence measures, social class and literacy progress, and between initial progress and later progress.’
Dame Marie Clay

21. 21

22. Developing Every Child Counts
steered by the recommendations of the Williams review
informed by the findings from the research phase in 50 schools
implementation over in an increasing number of LAs and schools
independent external evaluation 22

23. Developing Every Child Counts
private/public partnership led externally by the ‘Every Child a Chance Trust’ working closely with LAs, schools, the DCSF, the Primary National Strategy and Edge Hill University
two year development phase (national roll out in )
over 30,000 children a year by 2010–11
a further 12 Rotherham schools involved in 23

24. Every Child Counts Mathematics interventions for Year 2 children
Aims to ensure that every child achieves age-related expectations at the end of Key Stage 1
Contributes funding to help schools to employ and train specialist Numbers Count (NC) teachers, who are intensively trained to provide daily 30 minute lessons to children with significant difficulties for a period of 12 weeks. 24

25. What happens in Numbers Count lessons?
Detailed diagnostic assessment at the start, with ongoing assessment and planning
Teaching and learning cycle: review–teach-practise-apply
Use of a range of resources, models and images to enable the child to demonstrate mathematical thinking
Extensive use of mathematical language by adult and child
Application of learning in a range of contexts 25

26. Roles for the Numbers Count teacher
Schools get the best from the programme where the Numbers Count teacher has a 0.6 FTE time allocation – 0.5 for the 1-1 teaching and 0.1 for the wider role with whole-school impact 26

27. Roles for the Numbers Count teacher
Teaching individual children and/or very small groups
Supporting the ongoing development of quality first teaching
Advising on choice of interventions
Assessment to match the right form of support to the children
Training and coaching teaching assistants and others
Monitoring the quality of interventions
Evaluation 27

28. national expectations
Wave 1
Quality First Teaching
All children 2
Small group additional intervention
Just below
national expectations 3
Individual or very small group additional intervention with a trained and supported TA
Struggling
Numbers Count additional intervention on an individual and/or very small group basis with a trained specialist teacher
Lowest
attaining

29. Getting the best from Numbers Count
A teacher in a cupboard, or a whole-school approach that is effectively led and managed? 29

30. Liam’s story Before intervention low self-esteem and no confidence
termly assessments showed a regression of progress from national curriculum level 1b to 1c
extremely quiet in class and not participating in lessons or discussions 30

31. Liam’s story At the start of Numbers Count
The initial detailed assessment at the start of his programme immediately highlighted gaps and misconceptions in his learning. For example, he could say which column in a two-digit number represented tens or units but he didn’t understand what tens and units actually meant and how they fitted together. He confused ‘teen’ and ‘ty’ numbers, such as ‘thirteen’ and ‘thirty’. He had difficulty crossing the tens boundaries when counting numbers above 20 and he often transposed two-digit numbers. 31

32. Liam’s story After Numbers Count
Liam successfully uses the concepts learnt to achieve speedy and accurate recall in number calculations. He contributes in class, answering, explaining and confidently sharing his knowledge with adults and classmates. As a popular and well-respected helper, Liam attends the weekly lunchtime Maths Club – explaining new games to his peer group. 32

33. Liam’s story Progress after 60 lessons
secure 2b in his end of Year 2 Assessments.
confident in class lessons, working independently in the middle to top numeracy groups in his class
at the beginning of July 2008, he was just one point away from 2a. 33

34. Raising standards in your school
For 200 children taught in the Summer term 2008 research phase of ECC:
Average % of children achieving nationally expected level at end of summer term programme - 73% .
Girls and boys made similar rates of progress. 34

35. Outcomes in Rotherham schools after 12 weeks
10% achieved gains of 4 sub levels of progress
15% - 3 sub levels
55% - 2 sub levels
20% - 1 sub level

36. Research phase – head teacher views
‘We got the best results we have ever had and it was the children who had ECC who made the difference’
‘We also noticed a difference in literacy, self esteem, attendance’
‘A lot of the reports from class teachers were on the children’s new confidence in class – putting their hand up, answering questions – the affective gains were as important as the cognitive ones. The children no longer saw themselves as failures’ 36

37. What is needed to operate Numbers Count in your school?
A high quality, experienced teacher who teaches four children individually, daily, for half an hour
A sufficient number of Y2 children in need of intervention
A space free from distractions and suitable for active learning with access to dedicated resources
Another teacher trained in assessment
Liaison between class teacher(s) and Numbers Count teacher
Home–school links
Support for wider impact on mathematics throughout the school
Big project that has the potential to transform the lives of many many children who are currently not achieving their potential.
Each school is playing a key role - if one school lapses it will impact the entire project.
A) teach RR
B) Respond to our requests. We will only ask you for stuff that we need - we are not in the game of making additional work for the sake of it. Each player will be asked to complete progress reports. Please complete them and return in a timely fashion. Trustees have a habit of honing in on particular components/schools. We need to be able to satisfy them to ensure continued funding. 37

38. Thomas’ story: before intervention
Underachieving and not engaging with class activities in mathematics
Struggling with the language of mathematics
Working at national curriculum level 1b

39. Thomas’ story: after 12 weeks of intensive teaching
Dismissing tasks if they were ‘too easy’
Articulating his thinking
Working at national curriculum 2a
Let’s do maths for two hours!