Knowledge Transfer Centres Improving Reading Practice Hazel Community Primary School Highfields Primary School Kestrals’ Field Primary School Whitehall Primary School

Knowledge Transfer Centres – Improving Reading Practice Quality First Phonics Foundation 1 Daily 10 minute activities from Phase 1 - Playing with Sounds Foundation 1 Daily 10 minute activities from Phase 1 - Playing with Sounds Phonics is taught as a whole class with additional catch - up sessions for new arrivals Foundation 2 Begin with Phase 2 when all the class are able to orally blend and segment Foundation 2 Begin with Phase 2 when all the class are able to orally blend and segment Foundation 2 and Year 1 Should receive daily 20 minute phonics teaching Foundation 2 and Year 1 Should receive daily 20 minute phonics teaching Year 2 Spelling strategies are taught Year 2 Spelling strategies are taught

Knowledge Transfer Centres – Improving Reading Practice Phonics in Action (Phase 2 - Foundation 2)

Knowledge Transfer Centres – Improving Reading Practice Phonics – Teaching Sequence Review and recap previously learnt graphemes Phonics sessions follow a set format with slight variation between phases New phoneme is introduced and children identify phonemes in spoken words, blend and segment New grapheme is introduced and children read words containing that grapheme The grapheme is alternately applied into either sentence writing or reading Children then write the new grapheme

Knowledge Transfer Centres – Improving Reading Practice Phonics - Impact on Teaching and Learning Now have a consistent and systematic approach to phonics Teacher’s confidence and skills in teaching phonics has greatly increased The children are familiar with the structure so there is a greater emphasis on learning rather than method The whole class approach has enabled all teachers to have a clear overview of the ability of each of their children The lessons are taught at a much brisker pace resulting in more children making rapid progress The resources and planning are clear Children’s confidence has grown and they now have a ‘can do’ attitude

Knowledge Transfer Centres – Improving Reading Practice Shared Reading in Action- (Foundation 2)

Knowledge Transfer Centres – Improving Reading Practice Quality First Teaching Quality First Teaching Inclusive and engaging for all learners and caters for different learning styles Simple, clear structure Simple, clear structure Consistent approach to teaching reading strategies throughout phonics, shared and guided reading Technical language introduced early on Technical language introduced early on Enthusiastic and interactive Enthusiastic and interactive Emphasis on Speaking and Listening Emphasis on Speaking and Listening Reading - Shared & Guided Impact on Teaching

Knowledge Transfer Centres – Improving Reading Practice Children’s ability to verbalise the strategies (decoding and meaning) Consistency with the language associated with strategies Consistency with the language associated with strategies Emphasis on reading for meaning Emphasis on reading for meaning Grammatical links Grammatical links Insistence on correct language structures Insistence on correct language structures Recognition of sight vocabulary Recognition of sight vocabulary Child involvement Child involvement Enjoyment and enthusiasm Enjoyment and enthusiasm Impact on progress Impact on progress Reading - Shared & Guided Impact on Learning

Knowledge Transfer Centres – Improving Reading Practice Leadership and Management Quality First Teaching of reading sessions have a clear structure, good pace and high expectations for all pupils. This approach motivates and engages pupils Greater consistency in strategies and planning across the Key Stages – all have adapted the guided reading planning to ensure continuity and progression Increased capacity for Leadership - Year 1 and Foundation 2 teachers have become experts who now model good practice and coach others The process of self - evaluation has increased for staff as they evaluate themselves using the key principles Attainment in phonics has improved - last year at KF our phonics test result was 65%. This year it is predicted to be at least 87% Attainment in Reading has improved - on entry to Year 1, 63% were on track to achieve a 1A by the end of the year. In Spring Term, 87% are now on track to achieve a 1A or above

Knowledge Transfer Centres – Improving Reading Practice Leadership and Management Huge Impact on the Quality of Teaching Immediate impact - Simplicity is KEY! Consistent, systematic and structured approach Focused high quality CPD – staff confidence raised Increase of good / outstanding lessons High expectations on behaviour and participation Transferrable across the curriculum Relentless focus on improving teaching & learning Creation of an incredible buzz and energy around the school ! Excellent programme with maximum impact!!

Knowledge Transfer Centres – Improving Reading Practice The Offer and Funding Opportunity for another 4 schools to work with Ann Smalberger in the same way (known as core 2 schools) A further 24 schools will be offered phonics and reading training over 2 days (known as the universal offer) All training will be funded by WIT

Knowledge Transfer Centres – Improving Reading Practice Application Process Need to complete a reading audit to express an interest Audits will be checked and core 2 schools will be chosen Audit visits to determine exact need will be carried out by Ann early in September 2014 The universal training will be offered to an additional 24 schools based on audit evidence Further opportunity to find out more and meet Ann after Leicester Leaders on Friday 27 th June Information about the training and audits will be sent out to all schools through WIT after today