1. Removing barriers to literacy

2. Key issue addressed by the study  The study set out to identify factors associated with raising attainment in literacy for learners from disadvantaged backgrounds

3. Practice that works  Factors identified as raising attainment in literacy for learners from disadvantaged backgrounds included –high expectations –an emphasis on speaking and listening from an early age –systematic phonics teaching –sharp assessment of progress –effective use of data –effective parent partnerships

4. How high expectations were created  Leaders were focused on improving standards and raising achievement for all  Everyone had a clear understanding of what literacy skills pupils needed to learn because they had been trained to teach literacy  Literacy had a high profile in every phase

5. The ingredients of successful phonics teaching  Phonics teaching in effective schools was successful because –all staff, including teaching assistants, were well trained to teach phonics –assessment was frequent and record-keeping was meticulous –pupils were taught phonics daily –pupils were taught in small attainment groups –parents were involved

6. The importance of developing speaking and listening skills  Teachers were able to identify specifically poor language skills and impoverished vocabulary  Examples of the practical and creative activities successful schools used included asking Year 5 pupils to –explain how their chosen words fitted –find new vocabulary in a thesaurus to describe the emotions of a character in a story

7. How effective schools used assessment  In the most effective schools, teachers –regularly used analytical and diagnostic assessment tools to identify pupils’ strengths and weaknesses –had a clear focus on helping pupils to meet the success criteria set for them

8. How schools made effective use of data  Schools with outstanding results –focused closely on the attainment and progress of groups of pupils (e.g. those eligible for free school meals) as well as individuals –set out to support any pupils identified as being at risk of falling behind e.g. through setting up a ‘reading champions’ group in school for those pupils not reading at home

9. How schools forged partnerships with parents  The schools saw parental engagement as fundamental to removing barriers to literacy –one nursery school employed a speech therapist to run a six-week course for parents of children with speech problems that gave them ‘talking tips’ –one secondary school used learning mentors to develop a constructive rapport with both students and parents about the progress being made

10. Who were the children in the study?  The study focused mainly on –pupils eligible for free school meals –looked after children –White British boys from low- income households  The pupils were all ages and were reaching at least average levels of attainment in English

11. How was the information gathered?  Inspectors observed lessons, scrutinised documentation and held discussions with learners and staff in –45 early years settings –61 primary schools –37 secondary schools  They also looked at post-16 and adult provision  The providers were selected on the basis of inspection evidence and data on achievement and attainment that showed they were effective

12. How can teachers use the evidence in this study?  The study showed the importance of using assessment to identify pupils’ strengths and weaknesses in literacy  Could you ensure you regularly assess your pupils’ developing phonic knowledge and skills?  Could you use the assessment information to ascertain individual pupils’ literacy needs and to set them challenging targets while providing appropriate support to enable them to reach the targets?

13. How can school leaders use the evidence in this study?  Schools with outstanding results focused closely on the progress of groups of pupils and set out to support those found to be falling behind  Would you find it helpful to prepare reports for governors that include the progress and attainment in English of particular groups, such as White British boys and pupils eligible for free school meals  Could you consider nominating a member of staff to take responsibility for maximizing the achievement of pupils who are at risk of falling behind?

14. Follow-up reading  Study reference: Removing barriers to literacy (Ofsted, 2011)  The report is available from: www.ofsted.gov.uk/Ofsted-home/Publications- and-research/Browse-all-by/Documents-by- type/Thematic-reports/Removing-barriers-to- literacy www.ofsted.gov.uk/Ofsted-home/Publications- and-research/Browse-all-by/Documents-by- type/Thematic-reports/Removing-barriers-to- literacy www.ofsted.gov.uk/Ofsted-home/Publications- and-research/Browse-all-by/Documents-by- type/Thematic-reports/Removing-barriers-to- literacy

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