Imelda Pears

School context Centre of CBD, Croydon Approximately 70% EAL, more than 20 languages spoken. 91% of pupils are from minority ethnic groups More than 50% of pupils enter our Nursery as new to English, and annual turnover for the school is approximately 10%. 27% of pupils are entitled to FSM. We have above average levels of poverty.

Class statistics Girl / Boy ratio 55:45 37:63Ethnic Groups (%) White British Average Pupil Mobility % Any other White background White & Black Caribbean Free School Meals (%) White & Asian Indian Special Educational Needs (%) Any other Asian background School Action / Plus Black African Statement 0 0 Any other Black background Any other ethnic group6.9 English as an Additional Language (%) –

Where to begin? Child in a sweet shop WMG Assemblies

Assessment for Learning (AfL) Assessment for Learning at St. Mary’s Catholic Infant School is the process by which all adults involved with a child help him or her to know and celebrate what he / she can do (where he / she is in their learning journey), see what needs to be learned next and what this success will look like (where it is that they need to get to next), and the best way that this can be achieved.

Assessment for learning Reading My journey… (so far)

Reading: The Challenge To improve standards in reading, after a slight dip in APS in 2007 from 2006, and raise the percentage of pupils at higher levels. Reading target from SDP for ‘Identify targets and teach children to use these to assess own success in reading, throughout the school’ Last year – ‘CAN I TURN THIS CLASS INTO A CLASS OF ENTHUSIASTIC READERS?’

Book bands, target setting and Target Tracker Closing the gap - Developing success criteria for reading

Key principles of AfL Involve children in their learning by sharing Learning Intentions / goals and establishing success criteria (with them) Model for children the learning strategies, attributes, skills and standards so children learn evaluative and improvement skills

Development of bubbles For Nursery and Reception

Evidence of Impact Some comments from Ben on ‘What does a good reader do?’ (i.e. what makes them good at reading) September 2008 “When they read with full stops – they stop a little bit and then read on after a little breath” December 2008 “Take a breath at a full stop. Take a really long breath at a paragraph. Go and find out what a new word means on the computer or in a dictionary.” June 2009 “How to say words, if it’s in CAPITALS or small letters…and if it’s “in speech marks” you have to say it like you are the actual person in the story” “You think about what might happen” (while you are reading) “You learn things as you are reading it”

Some comments from more able readers on ‘What does a good reader do?’ (i.e. what makes them good at reading) June 2009 Read silently Understand what you are reading Look on the internet or in a dictionary if you don’t know what a word means Enjoy reading

Evidence of Impact Comments from parents in Home-School contact books “He has certainly learnt the art of silent reading. He is doing very well.” “She was able to answer pointy questions, such as ‘Which of the weavers lived in Ghana?’” “He is beginning to give his own opinions about books he reads, e.g. say what he thinks of the story and why.”…“He continues to give his opinions and states his reasons. Good boy!”…“This was a great story because Jessica saved her grandma from the mud slide.” “Jaydon is still looking at how connectives are used to join sentences.” “Jaydon is able to use connectives in his writing. Well done J!”

Evidence of Impact Verbal feedback from parents “Oh them bubbles are great. Judah has taken control now, and he is dead keen.”

No data to compare Below start No progress 1 sub level above 2 sub levels above 3+ sub levels above Key to cell colours P

End of Year teacher assessment for the class Subject2+ 1B+2B+ 1A+3 2B+APS Reading Writing Maths Subject 2+ 1B+2B+ 1A+ 3 2B+APS Reading Writing Maths Indicates end of Year 1 percentages

Where to now? 2 more teachers taking part in collaborative AfL project Greater use of visualiser and microphone Develop work on question types Separating pink level further Story-making to be implemented across school Parents / carers workshop in October

In conclusion I now feel… More confident to slow down the teaching process and do what I know feels right – sure I’m doing the right thing for them and for me More enthusiastic again about my teaching and the experiences I am offering the children Motivated to keep trying new things…use of questions, refining our ‘reading bubbles’, story-making, planning for a creative, linked curriculum Collaborative research is very powerful and motivating And lastly Delighted I was able to take part in Croydon Collaborative Enquiry Project – thank you Ann and Margaret