Bradford Communication, Language and Literacy Development Programme (CLLD) 2008-2009 Headteacher Review

1. BradfordCommunication, Language and Literacy Development Programme (CLLD)2008-2009Headteacher Review

2. Aims:To inform Headteachers about the progress of the targeted CLLD programme and the early reading agendaTo review systems for transitionTo review use of continuous provision in Y1

3. Setting the Scene • Every Child Matters • The Early Years Foundation Stage • The Independent Review of the Teaching of Early Reading (Rose Review) • The Primary Framework • The Children’s Plan • Inter-related with with ECaR and ECaT

4. One in four children in London live in poverty

5. Low vocabulary is the primary cause of academic failure

6. 59% of time was spent by 4 year olds in disadvantaged areas not talking at all

7. Only 176 of the nearly 30,000 pupils who got 3 As at A-level in 2007 were eligible for free school meals

8. Non FSM pupils in secondary schools are more than twice as likely as FSM pupils to be identified as gifted and talented

9. Most children from lower SES identified as more able at 3 or 4, fall behind by 7 and never catch up

10. ICAN survey • ‘50% of children entering school this year have transient language or communication difficulties and with the right support are likely to catch up.’ • ‘For children with impoverished language, creating a communication supportive environment in the early years at home and in school is critical.’ (ICAN The Cost to the Nation of Children’s Poor Communication 2006)

11. EYFS, CLLD and Letters and Sounds • The EYFS sets the standards for learning, development and care • Good EYFS practice is fundamental to effective CLLD in the early years • Good CLLD practice supports and enriches effective EYFS provision • Letters and Sounds supports the importance of developing speaking and listening skills in a broad and rich language curriculum

12. “In particular the work in Key Stage 1 must now build on the success of the Early Years Foundation Stage so that children’s progress in reading, especially in phonic work is uninterrupted.” Sir Jim Rose’s letter to the Secretary of State November 2008

13. The Rose Review • More attention needs to be given to speaking and listening from the outset. High quality, systematic phonic work should be taught discretely and daily and in line with the definition of high quality phonic work as set out in the Rose report • Phonics should be set within a broad and rich language curriculum that takes full account of developing the four interdependent strands of language- curriculum review re-emphasises this

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

15. Implications for teaching • Teachers need to be aware that different skills and abilities contribute to development of word recognition skills from those that contribute to comprehension • Teachers need therefore to keep these two dimensions of reading separate in their minds when they plan their teaching

16. Quality First Phonic Teaching should: • Adhere to four key principles of high quality phonic work as defined by Rose review including the consistent use of a phonics programme • Use phonics as the prime approach for tackling unfamiliar words • Engage all children and be fully participatory • Demonstrate correct enunciation of phonemes • Include both blending and segmenting

17. Quality First Phonic teaching should: • Be multi-sensory but tightly focused on the learning goal • Support progression in learning and consolidation • Make full use of additional adults • Be sufficiently flexible to take account of differing needs • Achieve the learning intention within the optimum time

18. Independent review of reading Nov 2008 Sir Jim Rose “…schools, especially headteachers… need to evaluate rigorously the effectiveness of their roles in promoting high quality teaching of reading and drive hard to establish and sustain such teaching on a consistent basis with the aim of children becoming fluent readers by the end of Key Stage 1 at the latest.”

19. Recommendations for leaders and managers • HTs and managers of settings should give phonic work appropriate priority and reflect this in their decision making • At least one member of staff is fully able to lead on literacy and early reading - strategic lead for CLLD • Monitoring arrangements should assure the quality and consistency of phonic work

20. CLLD Programme Aims : • Raised expectations for attainment in FS and KS1 – 80% of children secure at Phase 3 in YR 85% secure at Phase 5 in Y1 • Improving and developed practice in early reading in FS and KS1 • Embed a whole school approach to early reading • ‘Blend’ with other NS materials and programmes • Enable schools to self sustain the early reading agenda

21. Overview of CLLD programme • A national programme • LAs funded to work with targeted schools and settings to improve learning and teaching of CLLD – it’s not just phonics! • Two year programme 06-08 extended until 08-11 • Tracking of children’s progress in CLLD, PSED (end of year in 2010) and phonic acquisition

22. Report on CLLD: nationaltargeted LAs • FSP 2008 - national increase of 6% scoring 6+ in Linking Sounds and Letters and 2.8% across all four CLL scales • Children reading and writing confidently and independently • Attainment in PSED has been maintained • Boys generally achieved as well as girls • Children learning EAL performed equally as well as their peers

23. What has been the impact? • Significant improvements to the quality of teaching of early literacy, • Raised expectations of children and teachers • Children are motivated and engaged • Understanding of assessment for learning is improving and leading to more focused planning • Improved practitioner subject knowledge in phonics • Learning environments enhanced to support application

24. Jim Rose - Nov 2008 report • “More schools are teaching reading well and taking a robust approach… they are doing so from a the standpoint of a professional commitment to the principles underlying this approach and evidence of the benefits to children rather than a reluctant compliance with central demands” • “…very few children are incapable of learning to read at all.”

25. What do Bradford teachers say? I was very sceptical About this programme. I really thought the targets are far too high, but I was completely wrong! This programme has been really successful, both for the school and my own professional development. We looked at the progress children have made over the last 3 years in Reception and we have never seen such good results in any previous years. The children we are sending into Y1 this year are reading and writing at far more advanced levels than ever before. I never believed that Year 1 children could achieve so much in a year.

26. Impact • How has the programme impacted on your school? • General discussion

27. YR comparative data Dec 2008 – Mar 2009

28. Y1 comparative data Dec 2008 –Mar 2009

29. What is the CLLD programme? • A daily multi-sensory phonics session • Daily opportunities to engage independently in speaking, listening, reading and writing activities • Shared and guided reading sessions • Shared and guided writing sessions • Modelled/demonstrated writing in a purposeful context • Opportunities to hear a wide selection of stories, songs and rhymes

30. What you can expect • CLLD consultancy model in Nursery, YR and Y1 and Y2 next year • Working with teachers and practitioners in the classroom • Modelling • Demonstrating • Co-teaching and planning • Lesson study • School based CPD • Cluster meetings for teachers

31. What you can expect cont.. • Support for AfL - progress tracking in CLLD & PSED, phonic phases, reading and writing • Support in analysis of data provided • Improved teaching and learning in early reading and writing • Discussion

32. Support in the autumn term • Audit visit and observe phonic teaching • Action planning with CLLD Lead to ensure support meets needs of each school • Visit to provide support for teaching through modelled session, joint planning etc. • Further visits negotiated according to identified needs • Follow up school visits at cluster meeting

33. What is expected in return! • Engagement with the programme including initial audit of provision in FS and Y1 • Identified Strategic Lead in school to ensure effective implementation of the programme • Attendance at relevant training including cluster meetings, central training • Progress review meetings with CLLD consultant in school including data analysis

34. What is expected in return! • Provide progress data to LA for submission to national programme by deadlines set • Commitment to developing parental involvement • Commitment to developing school capacity- becoming a self-sustaining school

35. Data collection Summer term 2009 • EYFSP data for PSED and CLL • Phonic phase data for YR and Y1 From September 2009 • On entry data (Sept 09) and termly phonic progress data for YR and Y1 • Summer term only EYFSP data for PSED and CLL

36. CLLD – Role of Head Teacher and Leadership Teams To ensure CLLD is a focus in school improvement plans To nominate an identified lead for CLLD Regularly review data To monitor and evaluate the impact of the programme and undertake an end of year review

37. Role of the CLLD Lead Crucial to success of the programme Co-ordinate programme – working closely with consultant Sustainability of progress Supporting, monitoring and evaluating teaching and learning Collecting and analysing data Management role

38. Moving on… Transition

39. Transition • Note how the schools featured in the DVD ensure there is a smooth transition from Reception to Y1 • Identify aspects of the environment, the curriculum and the use of adults to ensure the transition is “seamless”

40. Continuous provision • Consider how the learning environment is adjusted to fit the needs of children who are just five. • Does the environment for Y1 children offer opportunities for practising and applying speaking and listening skills and independent reading and writing?

41. What next? • Analyse and discuss data before returning on 3rd July • Sign and return contract for 2009-2010 • Confirm or select CLLD Lead • Agree new Action Plan for 2009-2010