Planning Key Stage 3 National Literacy Trust

Ofsted Key Stage3: the wasted years? It takes into account the findings from: 1,600 routine inspections carried out between September 2013 and March monitoring inspections carried out between September 2014 and March routine inspections in Summer 2015 provided evidence on teaching and learning in MFL, history and geography at Key Stage interviews with senior leaders 10,942 questionnaires from pupils in Years 7 to 9 14 good practice visits.

Headlines The quality of teaching is not good enough in 1 in 5 schools There is too much repetition of work from Primary school Achievement is too low especially in MFL, History and Geography Key Stage 3 is often a lack of priority for staffing, timetabling, assessment and monitoring Many secondary schools do not build sufficiently on pupils’ prior learning Some school leaders are not using the pupil premium funding effectively to close gaps quickly in Key Stage 3

“ “ Inspectors reported concerns about Key Stage 3 in one in five of the routine inspections analysed, particularly in relation to the slow progress made in English and mathematics and the lack of challenge for the most able pupils. Here is where the reference for the quote goes – font size 20

“ “ It was evident that some school leaders did not use the pupil premium effectively in Key Stage 3 to ensure that gaps between disadvantaged pupils and their peers continued to close on transition to secondary school. Here is where the reference for the quote goes – font size 20

Recommendations Secondary School leaders should: make Key Stage 3 a higher priority ensure that teaching is of high quality and prepares pupils for more challenging subsequent study ensure that transition from Key Stage 2 to 3 focuses on pupils’ academic needs create better cross-phase partnerships with primary schools focus on the needs of disadvantaged pupils, including the most able, in order to close the achievement gap as quickly as possible have literacy and numeracy strategies that ensure that pupils build on their prior attainment in Key Stage 2

Selecting KS3 Interventions Rapid Plus? Catch up Literacy? Grammar for Writing? Inference training?

Literacy Coordinator’s Role Work with SEN, English and EAL staff to design a whole- school KS3 intervention plan. Use the KS2 and transition data to identify specific intervention needs. Some students will need phonics, others reading for inference, others grammar for writing etc. Identify high impact, cost effective resources Train staff to provide high quality support

Education Endowment Fund Toolkit Provides evidence for popular literacy interventions such as oral language intervention, one to one tuition and reading comprehension strategies Downloadable sheets detailing evidence, cost and effectiveness with links to programmes a-z/

EEF Teaching and Learning Toolkit

“ “ An accessible summary of educational research which provides guidance for schools on how to use their resources to improve the attainment of disadvantaged pupils. Each topic is summarised in terms of their average impact on attainment, the strength of the evidence supporting them and their cost.

What works? Greg Brooks 2013 Review of all interventions in the UK used to boost reading, writing and spelling from years 1-9 Most are ‘ Wave 3 ‘ interventions 11 schemes in total are suitable for Key Stage 3 reading or spelling There are issues around robust evaluation

Quality First teaching ( QFT) does not enable struggling readers to catch up KS3 interventions are few but Grammar for Writing looks positive Work on phonological skills needs to be embedded in a broad approach Comprehension skills can be improved if directly targeted ICT approaches need to be precisely targeted with time to use the diagnostic tools. Good impact can be achieved – at least double the rate of progress should be expected What works? Conclusions

Links to supporting documents Key Stage 3: the wasted years? 3_the_wasted_years.pdf What works for children and young people with literacy difficulties? _for_children_fourth_ed.pdf

Links to existing Network content Selecting Interventions ting_effective_interventions_for_literacy Bishop of Rochester Academy - intervention case study howcase_bishop_of_rochester_academyhttp:// howcase_bishop_of_rochester_academy part of the secondary Network theme “Supporting struggling readers and writers” previous_theme_supporting_struggling_readers_and_writers _s previous_theme_supporting_struggling_readers_and_writers _s

@literacy_trust National Literacy Trust We are a member of the National Literacy Trust Network Membership number:_______ National Literacy Trust One in six people in the UK struggle to read, write and communicate We believe that society will only be fair when everyone can communicate as well as they need We deliver projects, campaign, investigate and innovate, share knowledge and work in partnership to transform lives through literacy We are an independent charity