1. Poole Literacy Leaders’ Development Network 6 th March 2008 Led by Karen Merritt Primary Literacy Consultant

2. Poole CPD Update Phonics (inc Letters and Sounds) CPD Y1 teachers 2 days on early reading Y3 and Y5 teachers 2 days on improving writing Revised Y3 Literacy Support and ELS programmes

3. Priorities Review your literacy action plan Mid year pupil progress checks – identify pupils not on track to achieve end of year targets (inc EAL – update language in common assessment sheets, review teaching groups) Talk to class teachers about ideas for supporting these pupils (guided work?, Y5/6 materials) Intervention programmes –ensure revised ELS, Y3 Lit Support, FLS programmes being used (you need to order these if not in school)

4. Early Literacy Support Changes to the ELS programme ELS materials revised to bring them into line with the objectives in the Primary Framework for Literacy 2006 and with the recommendations of the Rose review into the teaching of Early Reading. They are aligned with the PNS publication Letters and Sounds and compatible with other similar approaches More emphasis has been given to reinforcing the systematic teaching of phonics and applying the ‘simple view of reading’ Schools need to order from DCSF publications (Tel 0845 6022260): Ref: 00767-2007FLR-EN and 00767-2007BKT-EN

5. ELS : Aims of the programme Designed for children in Year 1 who have already had access to high quality systematic teaching of phonics during Early Years Foundation Stage They will be secure at Phase 2 of Progression and Pace but identified through Foundation Stage Profile data and ongoing AfL as needing additional support to address the learning involved in Phases 3 and 4 They will also need additional opportunities to apply their knowledge The intended outcome of the intervention programme is to ensure that children involved are able to keep up with their peers in core learning in literacy in Year One.

6. Pupil progress? How well embedded is the Renewed Framework in planning in your school? What is the impact on pupil progress? Are pupils on track in Y5 & Y6to achieve end of KS2 targets? What is the impact of the phonics programme in reception and year one? Are pupils working at phase 3 reception? (compare to Y1) Do all your TAs and teachers know what is in the Letters and Sounds materials – stand alone programme but activities also support other phonic programmes being used in Poole. Are all staff aware that ‘Simple view of reading’ replaced searchlights model?

7. + + - - Word Recognition Good language comprehension, poor word recognition Good word recognition, good language comprehension Poor word recognition, poor language comprehension Good word recognition, poor language comprehension Language comprehension

8. www.whatworkswell.standards.dcsf.gov.uk

10. National Year of Reading www.yearofreading.org.uk www.yearofreading.org.uk Some starter ideas for schools to work on: Join reading connects Encourage all pupils to join the library Pupils to help libraries choose new books ‘Read a Million Words’ website – schools and libraries to use together Create non-fiction themed or fiction ‘book sacks’ eg linked to summer reading challenge Competitions and monthly themesCompetitions Let me know what you are planning and I can pass good ideas to other literacy leaders

11. Reading Connects supports schools in developing a whole-school reading culture. www.readingconnects.org.uk Reading Champions supports schools in involving boys in creating a male reading culture. www.readingchampions.org.uk

13. The Reading Connects approach promotes…. positioning reading for pleasure at the heart of the school’s policy agenda involving all members of staff working in partnership with pupils’ families linking up with the local community making reading as visible as possible within the school environment learning from and sharing good practice with the Connects network

15. Introducing Reading Champions Involving boys and men in creating a male reading culture Use the DVD to find out about the power of Reading Champions.

16. Bronze Champions stand up and declare their enthusiasm for reading Silver Champions are involved in schemes to encourage other boys and men to read Gold Champions make an outstanding contribution to the school reading culture A flexible framework

17. What do the boys get out of it? National recognition of nomination online at www.readingchampions.org.uk www.readingchampions.org.uk A certificate for each level of Champion achievement and accompanying pin badge Possible contributions for record of achievement, UCAS form or CV They become more motivated to read

18. How can you get involved? Resources you receive on signing up: - Connects and Champions handbooks, the Family engagement toolkit, partner certificate and access to logos - Facility to search your LA for Connects and Champion activity, as well as member schools - Access to your Reading Connects Local Authority Partner Network - Lots of online practical ideas for the National Year of Reading. Sign up as a Reading Connects partner at www.readingconnects.org.uk. www.readingconnects.org.uk

19. Assessing Pupil Progress (APP) Teachers select a sample of pupils Each term, they review the full range of evidence (written, spoken and observed) for each assessment focus They select the appropriate ‘level boundary’ and arrive at judgements using the assessment guidelines sheet Annotated examples of pupils’ work provide reference points for teachers (standards files) Prepare your staff to start from autumn term. Book onto training day 16 th April 2008 for literacy and maths leaders – supply funded www.pooleworkforcedevelopment.co.uk HT senior leaders 12 th March.

20. Talk for Writing Project Poole taking part in national project with Pie Corbett. 3 leading literacy teachers working on this (First, middle, combined) Trialling techniques in class to develop national CPD materials to use next Spring.

21. Summer term 2008 meeting Likely to be end June/beg July 2008 We would like to offer you a supply funded half day to spend quality time on development work (eg drama was requested by literacy leaders). We will put on same day as maths network (developing guided reading maths materials ) Consider literacy and maths leaders attending both so you can support each other. (School will need to cover extra half day supply)

22. P level development work 4 special schools’ literacy leaders have collected evidence for assessment of speaking and listening below level 1. Judgements moderated between the four schools Resource to also be used to support mainstream teachers Moderation and discussion about final resource today