Reading in the new Ofsted inspection framework

the achievement of pupils the quality of teaching the quality of leadership & management the behaviour and safety of pupils Inspectors report on the quality of education provided and must, in particular, cover: Understandably, reading features most in the areas

the achievement of pupils the quality of teaching the quality of leadership & management the behaviour and safety of pupils Achievement of pupils at the school (extracts) When evaluating the achievement of pupils, inspectors consider: the standards attained by pupils by the time they leave the school, including their standards in reading, writing and mathematics and, in primary schools, pupils’ attainment in reading by the end of Key Stage 1 and by the time they leave the school how well pupils learn, the quality of their work in a range of subjects and the progress they have made since joining the school how well pupils develop a range of skills, including reading, writing, communication and mathematical skills, and how well they apply these across the curriculum how well gaps are narrowing between the performance of different groups of pupils in the school and compared to all pupils nationally how well pupils make progress relative to their starting points.

the achievement of pupils the quality of teaching the quality of leadership & management the behaviour and safety of pupils Quality of teaching in the school (extracts) When evaluating the quality of teaching in the school, inspectors consider: how well teaching enables pupils to develop skills in reading, writing, communication and mathematics the extent to which well judged teaching strategies, including setting challenging tasks matched to pupils’ learning needs, successfully engage all pupils in their learning the extent to which teachers secure high quality learning by setting challenging tasks that are matched to pupils’ specific learning needs how well pupils understand how to improve their learning as a result of frequent, detailed and accurate feedback from teachers following assessment of their learning the extent to which teachers’ questioning and use of discussion promote learning the extent to which teachers enthuse, engage and motivate pupils to learn and foster their curiosity and enthusiasm for learning

How will inspectors investigate reading? Two documents: Extracts from Ofsted inspectors’ training Case studies used in Ofsted training

How is this experienced in a school during inspection? Document: Examples from an inspection under the new framework

How do inspectors hear children read? Tony Whatmuff

“Listening to children read is an important and illuminating activity.” Ofsted 2011

Key quotes from Ofsted 2011 “Inspectors must listen to some of the weakest readers in school. This is to evaluate the skills and knowledge that weaker readers still need to learn and assess the extent to which the book they are reading matches current levels of skill.” Test results cannot give you information about children’s fluency, enjoyment and their knowledge about authors; they cannot provide insights into strategies children are using to decode text.” “Inspectors need to know what Primary schools are doing for children who are in danger of “falling through the net” and arriving at secondary school unable to read well.” 9

KS2 Before listening to a child read, ask questions about book selection and how much the child reads. 1Did you choose this book or did someone choose it for you? 2Do you enjoy reading? Does the school have books you want to read? 3Who checks what books you are reading? 4How many books have you read this year/in this class? 5 How often do you read at school/home each week? Can I see your reading diary? 6Who is your favourite author? 10

Listen to the pupil read. Note his/her strategies to decode words, issues of fluency and comprehension. How well matched is the book? “In the most effective schools, teacher used analytical tools like running records to gain clarity about individual children” Ofsted

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13 Effective blending / phonic application Single phonemes Chunks Digraphs syllables f/l/a/t scr/atch ground hos/pit/al Mostly effective phonics used in text - some errors with multisyllable words Mostly effective phonic application. Occasional multisyllabic errors Repeats to check if correct and repeats to attack unfamiliar words..to the station. R..how to move the gi… R gi- gan-tic gigantic Repeats to check if correct but does not repeat to help decode unfamiliar words Repeated to check. Repeated to help decode unfamiliar words. B checked reading made sense and monitored correct phonics Reading strategyexamplePupil APupil B

Reading strategyexamplePupil APupil B Knows direction /voice print match Left- right/return Eyes map words YYYY YYYY Notices own mistakes Doesn’t make sense! Doesn’t look right! heling/ healing giant/gigantic Often fails to notice reading doesn’t make sense. Notices obvious phonic errors, but not “close misses” Noticed obvious phonic errors. Noticed when attempts didn’t make sense and took action Self corrects errors..a big train/truck 1:6 errors often not self corrected 1:3 corrected many errors. Used phonic rescue/repeating/ slowing down/ reading on and returning 14

Reading strategy examplePupil APupil B Is there a pattern to errors? eg uses some phonic info plus guess Uses some phonic info plus “meaning “ guess Pseudo words eg conversen/ conversation fluency reads in phrases Read with finger so “word for word", reducing comprehension. when given card read with eyes and phrased! Used card underline but read with eyes in phrases 15

16 Knows most HFWs automatically YY Accuracy rate (90% +accuracy) 94% (1 error in 20 words) 96% Comprehension Literal inferential Literal ok, text too challenging for higher /maximise understanding and enjoyment Had a range of comprehension monitoring strategies, aided by good match of text Reading strategyexamplePupil APupil B

Ask questions after a book 7/8/9/10 (comprehension) why/what????? (check aspects of literal and inferential understanding 11 How does the author wants us to feel at this moment 12 What do you do if you don’t know a word/ 13 (return to any word a child hesitated on) Do you know how to say it? Is it like a word you know? Can you work out the meaning of the sentence? 14 How are you getting on as a reader? 15 What would help your reading even more? 16 What advice does your teacher give you about reading? 17

Tentative outcomes/questions Pupils read daily at school,most pupils enjoy books Good phonic knowledge and application Good decoding match of book to pupil 90%+ Some pupils read fluently in phrases which improved comprehension Most reported reading at home 18 Some pupils read with finger out of habit which reduced comprehension. Would teaching fluency strategies benefit?

19 Most pupils carried on when they made errors, including when attempts didn’t make sense. Self correction rates often low e.g. 1:6. Would pupils benefit from accuracy/comprehension monitoring strategies? In some cases, do books need to be better matched for comprehension? How could this be achieved? Is some discussion about reading diaries needed? Stock of books for older KS2?

20 What are the latest recommendations from Ofsted for English teaching? Document: Moving English Forward (March 2012)