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LITERACY. ESTYN: A strategy and guidance for inspecting literacy for pupils aged 3 to 18 years September 2011. Why? What? How?. Why? . Slow progress in improving standards of literacy over the past ten years and plateauing results over the past five years.

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LITERACY

ESTYN:

A strategy and guidance for inspecting literacy for pupils aged 3 to 18 years

September 2011


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Why?

  • Slow progress in improving standards of literacy over the past ten years and plateauing results over the past five years.

  • Significant differences in the performances of boys and girls.

  • Variations within schools and across local authorities.

  • Low results in PISA.

  • Too many pupils and adults in Wales with a weak grasp of the basics.


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What?

At all key stages

  • A lack of widespread recognition that literacy is more than the single subject of Welsh/ English, but is a group of competencies, which pupils need to acquire if they are to be successful learners in both school and adult life.

  • All teachers do not accept responsibility for developing pupils’ literacy skills in all areas of learning.


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What?

  • Lack of forensic use of performance data to compare school performance with others and by LAs for monitoring and challenging schools.

  • Insufficient use of teaching styles that develop pupils’ thinking, including questioning, planning and problem-solving skills.


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What?

At all key stages

  • Not enough success in meeting boys’ learning needs.

  • Lack of challenging learning tasks for the most-able pupils.

  • Insufficient systematic tracking of the progress of pupils who are involved/have been previously involved in intervention programmes.


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What?

At all key stages

  • ensuring schools adopt effective ‘assessment for learning’ approaches that enable learners to understand fully how well they are doing and what they need to do to make progress;

  •  improving the quality of pupils’ reading and writing skills so they can apply them competently in work across the curriculum;


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What?

  • insufficient identification and support for potential talent amongst pupils from less advantaged backgrounds who may be at particular risk of underachieving;

  • few strong and influential PLCs to share and improve learning and teaching practice; and

  • ensuring the literacy strategies and procedures of all schools and LAs take full account of effective literacy practice.


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How?

  • Literacy is already a mandatory line of enquiry in all inspections.

  • Estyn’s strategy and detailed guidance for inspectors.

  • Major and minor approaches.


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The key tasks for inspectors are to judge:

  • whether all pupils have the reading and writing skills needed to access the whole curriculum; and

  • how well the wider curriculum itself develops pupils’ literacy skills


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Inspection Framework

  • In the Inspection framework, the most weight is given to literacy skills, as these skills underpin all elements of pupils’ learning.

  • Inspectors will focus in particular on the skills of reading and writing

  • The main focus is on outcomes for pupils, in terms of their standards of literacy and ability to use their reading and writing skills across the curriculum


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An essential Toolkit for developing literacy (Carmarthen Literacy Strategy 2011 – 20013)

  • An effective and vibrant literacy environment to develop oracy, reading and writing

  • Provision that is experiential and developmental

  • Explicit teaching of oracy, reading and writing through shared, guided, individual and paired approaches

  • Ensuring learners are aware of purpose and audience in a range of texts across the curriculum

  • Immersion and modelling to develop oracy, reading and writing

  • Good whole school synthetic phonics teaching

  • Explicit teaching of reading strategies

  • Oral rehearsal before writing. Say it. Write it.


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An essential Toolkit for developing literacy (Carmarthen Literacy Strategy 2011 – 2013)

  • Speaking frames and talk for thought

  • Ensuring that all teachers and learners know and can use the language features and text organisation of different text purposes

  • Learners are made aware of transferable skills in language: one language supporting the other

  • Ensuring that the principles of assessment for learning are understood and embedded so that planning is linked to assessment

  • The assessment of learning, as in tracking and progress, is rigorous