1. Add presentation title to master slide | 1 The new framework for inspection Reading and literacy Gill Jones HMI Principal Officer, Framework Development, Maintained Primary Schools. 23 October 2012

2. The September 2012 framework: key changes

3. Add presentation title to master slide | 3 Key changes  In judging the quality of the school, inspectors will continue to make four key judgements:  achievement  the quality of teaching  behaviour and safety  leadership and management

4. Add presentation title to master slide | 4 Key changes  There is an even greater focus on:  narrowing gaps in performance for groups of pupils, particularly for pupils known to be eligible for free school meals and for disabled pupils and those with special educational needs  quality of teaching and its impact on learning and progress  reading and literacy  behaviour and safety  How well governors, leaders and managers drive school improvement and use resources effectively

5. Key changes Overall effectiveness  This takes account of the four judgements and how the school promotes the pupils’ spiritual, moral, social and cultural (SMSC) development.

6. Add presentation title to master slide | 6 Raising standards, improving lives We will continue to use a four-point scale The satisfactory grade will be replaced by ‘requires improvement’  Outstanding (grade 1)  Good (grade 2)  Requires improvement (grade 3)  Inadequate (grade 4)

7. Add presentation title to master slide | 7  Inspection is primarily about evaluating how well individual pupils benefit from their school.  Inspection tests the school’s response to pupils’ individual needs by observing how well it helps all pupils to make progress and fulfil their potential in each key stage. Principles of inspection

8. Add presentation title to master slide | 8  ‘ The quality of pupils’ learning was hampered in weaker lessons by a number of “myths ‟ about what makes a good lesson.  The factors that most commonly limited learning included: an excessive pace; an overloading of activities; inflexible planning; and limited time for pupils to work independently.’ Moving English forward, Ofsted 2012 “Myth” busting

9. Literacy and the new framework

10. Add presentation title to master slide | 10 Poverty and language Socio-economic groupChild’s average recorded vocabulary at 30 months Number of new words being added, on average, between the ages of 30-36 months Children from welfare families 357 words168 words Children from professional families 766 words350 words Data from Hart and Risley’s research, USA

11. Add presentation title to master slide | 11  A child who listens to stories and learns to read independently learns new words.  Children who can read are building their vocabulary and ‘success builds success’.  Children who struggle with reading, are likely to continue to struggle, unless someone intervenes quickly. Building vocabulary through books and reading

12. Add presentation title to master slide | 12  Vocabulary at age 5 is a powerful predictor of GCSE achievement  2/3rds of 7 to 14 year olds with serious behaviour problems have language impairment  47% of employers say they cannot get recruits with the communication skills they need.  Reading, and being read to, develop vocabulary. Poverty and language

13. Add presentation title to master slide | 13  Although children need to listen to and talk about lots of stories, it is vital, particularly for children in areas of deprivation, that they crack the alphabetic code (phonics), so that they learn to read – and do read – for themselves.  Children need to learn to read so that they can read to learn. Cracking the alphabetic code

14. Nearly one fifth of pupils in 2011 did not reach the expected Level 4 in reading at the end of Year 6

15. Add presentation title to master slide | 15 National average attainment in 2011  English 82 per cent  Reading 84 per cent  Writing 75 per cent  When pupils leave primary school, nearly one fifth have not reached the national expected level in reading, Level 4 and a quarter are below the expected level in writing. Level 4 in English nationally

16. Add presentation title to master slide | 16  A proportion of your pupils will start school with standards in reading that are below those expected for their age  How do you ensure that teaching and the curriculum is matched well to their reading levels across all subjects? Implications for secondary education

17. Add presentation title to master slide | 17 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

18. Add presentation title to master slide | 18  learn the alphabetic code  enunciate individual phonemes clearly and accurately  demonstrate how to blend the sounds in words, in order, all through the word  demonstrate how to segment words into their individual sounds to spell them using multi- sensory approaches, including mnemonics, to support and consolidate learning Systematic synthetic phonics

19. Add presentation title to master slide | 19  reinforce the application of phonic knowledge and skills as the first approach to reading an unknown word  identify the children that may be struggling or have simply not quite grasped something  make the best use of resources  use teaching time as effectively as possible so that every minute counts Systematic synthetic phonics

20. Add presentation title to master slide | 20  Should all secondary teachers have an understanding of phonics and teaching early reading?  How else will secondary teachers know what difficulties pupils face in trying to read/decode unknown texts and how can they help? Literacy in the new framework

21. Add presentation title to master slide | 21  The expectation is that schools should ensure that all pupils communicate effectively.  Inspectors will evaluate how well teaching is increasing pupils’ vocabulary, understanding of language and literacy skills.  Inspectors will evaluate how well governors, leaders and managers ensure the curriculum is meeting pupils’ individual literacy needs.  Inspectors will consider how effectively the school is using the pupil premium. Literacy in the new framework

22. Add presentation title to master slide | 22 The inspection handbook:  ‘Inspectors should give attention to pupils’ writing and communication skillsm, as well as their reading skills. They should consider the extent to which the school intervenes to provide support for pupils, especially those at are at risk of underachieving’  ‘There may be occasions when inspectors wish to hear lower attaining pupils read in Years 7 and 8 in secondary schools.’ Literacy in the new framework

23. Add presentation title to master slide | 23  Training materials are available on the Ofsted website to support the inspection of literacy  http://www.ofsted.gov.uk/resources/getti ng-them-reading-early http://www.ofsted.gov.uk/resources/getti ng-them-reading-early  http://www.ofsted.gov.uk/resources/readi ng-writing-and-communication-literacy http://www.ofsted.gov.uk/resources/readi ng-writing-and-communication-literacy Literacy

24. Add presentation title to master slide | 24  The following recent Ofsted surveys share examples of good practice in teaching literacy  Reading by six, how the best schools do it www.ofsted.gov.uk/resources/reading- six-how-best-schools-do-it www.ofsted.gov.uk/resources/reading- six-how-best-schools-do-it  Moving English forward, Ofsted, 2012 www.ofsted.gov.uk/resource www.ofsted.gov.uk/resource  Removing barriers to literacy www.ofsted.gov.uk/resources/removing- barriers-literacy www.ofsted.gov.uk/resources/removing- barriers-literacy Literacy

25. Considerations

26. Add presentation title to master slide | 26 Considerations  What provision do you make for the pupils who start your school who have not reached Level 4 in reading and/or writing?  Do you monitor pupils progress in reading?  What about pupils who start your school with Level 4, do you check that their reading skills are continuing to improve?

27. Add presentation title to master slide | 27 Considerations  Are you being forensic in your analysis of data?  What does your data tell you about the progress for different groups of pupils, staff skills and knowledge?  Which teachers are teaching your weaker readers to read more fluently?  What does your data tell you about improvement actions taken and the impact?

28. Add presentation title to master slide | 28 Considerations  How much time is given to teaching reading?  How often do pupils practise reading aloud?  How do you allocate the adult time that is available?  How clear is your reading policy?  How well does the content of the teaching reflect the school’s agreed programme?

29. Add presentation title to master slide | 29 Considerations  Is a Level 4 good enough to access the full secondary curriculum?  How do we improve Level 4 readers?