Andy Lyons Headteacher – Hampton Hargate Primary School

Raising Expectations

Reading as a focus – why? How did we identify it?

KS Data showed lovey green box for KS1 but also showed big gap between FSM v Nat.FSM HH FSM 12.3 Nat. FSM 13.5 Gap of -1.2 And an even bigger gap between HH FSM v Non-FSM HH FSM 12.3 HH Non FSM 16.9 Gap of -4.6

Although we appeared to be doing ok, the gap in FSM group was already an issue for us. Improved a little in 2009, narrowing gaps slightly but still needed to do more data showed us above Nat for KS1 FSM and further narrowing in school for FSM v Non.

2010…..KS KS1 Lost the green box, but we were now above Nat for KS1 FSM and further narrowing in school for FSM v Non.

2010…..KS2 KS years of low English data which our analysis showed Reading as an issue…….across school.

2010/11 onwards Reading became the whole school focus. Drops in attainment in both KS1 and KS2. Progress measures were down Identified dip in Year 3 / 4 FSM data was improving – but needed to do more. Boys were the guilty party, girls out performing them.

What did we do? Back to basics! Every teacher aware of what we wanted to achieve Not just Yr2 and Yr6 Extra focus on ‘dip’ in Yr 3 & 4. It was clearly there. Reading was to be ‘taught not caught’ Silent reading for ½ hr was not the way forward CPD for all teachers and inc TAs on Reading Whole school buy in; no excuses culture – identify the pupils, put support in place Push on parent/adult helpers to come in and listen to readers Greater use of TA support with specific identified pupils Informed parents Updated our reading books; threw the old out Books which engaged all pupils, esp boys Involved the pupils in identifying the books they would like to read

What did we do? Book surveys with all classes Big push on guided reading sessions; planned for; observed; Key children – need identified by each class teacher; min ½ termly update FSM pupils targeted to continue closing gaps Identified coasters – those who were coasting, esp in KS2, were pushed to get L5 and not just “L4 will do” Wanted solid L5 children, not pushed through hoops to try to get L6. Rapid interventions – short term and then something else ECaR introduced – targeted KS1, but used to support, advise across all school. Excellent results/impact. Hard data and soft data. Use of PP money – greater focus &intervention opportunities for all pupils, esp PP

What did we do? Analysis showed lower levels of reading ability coming into school SLT / Phase leaders ongoing progress checks Classroom reading corners revamped and new books Book banding updated to fit all ages Books to support EAL New library – full refurb; new books; book characters on walls and more to follow making it even more child and reading friendly Bedtime story event during Book Week Reception parents – Reading Meeting week 1 – share resources, strategies, websites, apps, techniques – stress importance of reading Shared class reading – Yr 2 & Yr6 class read to each other; reading buddies Quality first teaching & interventions If it doesn’t work, ditch it!

Impact

%+18% 80%+20%

Pupil Premium Impact

Impact

ECaR ID lowest 20% of Year 1 cohort using teacher assessments. Use in-depth text, word and concepts about print assessments to get a clearer picture of needs Consult with class teachers and school's SDP focus to select 4 of the lowest ability children 20 week programme aims to get those children working at age related expectations Track those children through school to ensure they don't fall behind and measure impact.

ECaR Other work has included using SDP to assess needs of the school and drive improvement. Focus last year was 'quality' teaching of guided reading, develop children's independent reading strategies. Structured guided reading so that pupils are either independently reading, or reading in pairs and using talk partners to answer teacher questions before sharing in the group Also used BRSP to target areas which are RAISE data show as weaknesses. Currently focussing on early guided reading in EYFS and into Year 1 to support 1:1 matching, using meaning and structure whilst applying phonics within text level, which is basically the principles of Reading Recovery.