DEVELOPING LITERACY ACROSS THE CURRICULUM Trerobart Primary School, Ynysybwl, Rhondda Cynon Taff Robert Devereux & Emma Coates

FSM: 29% SEN: 20% (WAS 27%) Number on roll: 218 Family of schools: 5 th Attendance: 92.3%

Sector Leading practice KEY Question 2 How good is Provision? Learning Experiences: Excellent “Provision for skills is an excellent and sector leading feature of the school. There is careful, effective and high- quality planning and monitoring to ensure that opportunities to develop pupils’ key skills are woven through the curriculum”

Sector Leading practice Key Question 3: How good are leadership and management? Leadership: Excellent Leaders and managers have established a clear vision for the school that is shared by all. The headteacher knows the school well; he consults regularly with staff and has a high profile around the school. There is a well-developed and effective culture of distributed leadership where staff take responsibility readily. Sharing good practice and having high expectations are the norm. The outcome is the very positive impact this has on standards pupils achieve. These aspects of leadership and management are sector leading practice.

Planning a whole school approach  Making the links – portfolios  Reading intervention project – raising standards and attitudes  Choice of topics – ‘boy friendly’  Literacy overview – range of genres within topics.

Teaching and assessment  AfL embedded – children plan their own learning target packs/ strategies/ KWL grids  Must/Should/Could grids  Reading carousels  Reading interventions  Staff standardisation of work  STAR assessments  Big Writing – criterion scale  Skills ladders  Planning cross curricular – ensures inclusion of communication/numeracy/ICT/thinking.

Leadership and management  SMT analysis of data – end of KS, gender, FSM, reading progress.  Subject leader training and monitoring of standards  Head Teacher and deputy classroom observation.  Reading project – NPQH – shared with all stakeholders, regular data analysis.  GB link governor visited all classrooms and met with coordinator  Big Writing PLC – training for all staff

Reading “New strategies are delivered and monitored with rigour, for example changes to the policy for teaching reading that are having a significant impact” Estyn

Reading Intervention  Raising the profile of reading with pupils and parents  Every child reads every day  Full NOCN training for staff and volunteers  Parent workshops  Reading guides  Strategic planning of intervention.

Reading – Data analysis

Intervention Map Intervention Detail Class 2011Name NEALES RACADIFFIntervention FSM S.T.R.W.I.C. UpG.R.Comments 6 b n 6 b y 5-6 b n 5-6 b y 6 g n 6 b n Dyslexia b -18 n 4 g y 6 g n 5 b n 3 b y 5-6 b n 4 b y Started Cup march last year 4 b n Started Cup march last year 5 b n 3 b n 5 g n Salford RA +14 C.A b n Comp.A b n 3 g y Started Cup march last year 5-6 b n Salford RA +1 Comp. A. -12

Evidence Portfolios

Section 1 – Diary of activities Section 2 – Skills audit Section 3 – Samples of levels

The Process Making the links Evidence Skills audit Moderation

Gathering Evidence Making the links Evidence Skills audit Moderation How can we show inspectors what we do? Photos Samples of work Descriptions of the activity ‘Skills tags’

Evidence of literacy across the curriculum

Pictures with clear descriptions of the activities

As we found out a new piece of information, we added it to our ‘Learning Wall’. We found out lots of different things and answered all the questions we set. Skills Tags “Plan the investigative approach to be used, suggesting how to find relevant information.”

Skills audit How do we know we are covering all the subject skills? Checklist to direct learning. Making the links Evidence Skills audit Moderation

Skills audit

Moderation  Level examples for foundation subjects  Links with current termly assessments  Formed part of moderation  Evidence of moderation of skills. Making the links Evidence Skills audit Moderation

This worked for us Prospects for improvement: The prospects for improvement in Trerobart Primary School are excellent because:  the careful planning, management and monitoring of key skills work are outstanding.  Self evaluation is well embedded and enables the school to identify clear and appropriate areas for improvement.

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