7 April 2011 Alison Bailey

Agenda 9am: Updates 10.15am: Coffee and displays 10.45am: Oral Language – ECAT, IDP and National Year of Communication 12.15/30: Lunch 1/1.15pm: York Phonic Assessment Guided Reading – Monitoring and DVD 3.30pm: Close

National Strategies Ended 31 March 2011 The National Strategies 1997 – A brief summary of the impact and effectiveness of the National Strategies Ofsted

The National Strategies ‘The National Strategies represent one of the most ambitious change management programmes in education. They leave behind a legacy of high quality training materials, teaching and learning frameworks and well-trained teaching professionals and leaders of learning in schools, settings and more widely in the education sector.’

The National Strategies Significant learning – CLLD (p.8) Embedding a shift in pedagogical approach requires significant investment and time. It must be based on sound research and demonstrate impact on children’s outcomes to engage professional support. Sharing children’s progress data at school and LA level proved to be a powerful lever in raising expectations of particular groups of pupils and schools.

The National Strategies Significant learning – CLLD (p.8) Improving provision and pedagogy depends on strong, effective and well-informed leadership. Children’s learning can stall or even regress in Y1 unless school leadership pays close attention to continuity of provision and pedagogy at transition from Reception.

National Strategies - Legacy Website archive from June: / York LA Portal: Teaching and Learning – English and Literacy – Primary English and Literacy -

Y1 Phonics Screening Pilot Clifton Green Clifton with Rawcliffe Dringhouses Heworth Naburn New Earswick Our Lady’s Park Grove Poppleton Road Ralph Butterfield Robert Wilkinson

EYFS Review The Early Years: foundations for life, health and learning An Independent Report on the Early Years Foundation Stage to her Majesty’s Government Dame Clare Tickell

EYFS Review – learning through play There remains some confusion about how to interpret the EYFS requirement for planned, purposeful play… some providers have been advised that any element of adult direction or teaching would contravene the requirements. 3.33

EYFS Review – learning through play Throughout the early years, adults should be modelling, demonstrating and questioning I recommend that the EYFS requirement relating to delivery through play be clarified, including emphasising that this does not preclude more adult direction or teaching, and by setting out what playful adult-directed learning looks like. 3.54

EYFS Review – areas of learning 3 prime areas of learning: Personal, social and emotional development Communication and language Physical development 3.6

EYFS Review – areas of learning 4 specific areas of learning ‘in which the prime skills are applied’ Literacy Mathematics Expressive arts and design Understanding the world 3.28

EYFS Review – early learning goals Reduce early learning goals from 69 to 17 Simple, 3 point scale for each early learning goal: Emerging Expected Exceeding ‘best fit approach’

EYFS Review – EYFS profile Report on 20 items of information (down from the 117 scale points): 17 early learning goals – emerging, expected or exceeding? Short descriptions against the 3 characteristics of learning

EYFS Review – transition to KS1 ‘Exceeding’ Should be set to be consistent with expectations in the National Curriculum Y1 teachers will see more clearly how the learning and development requirements in the early years fit with the National Curriculum.

EYFS Review – CLL, or CL and L? Babies and very young children enjoy sharing books and mark-making begins at a very young age; these skills need to be fostered from infancy in a climate of talk about reading and writing as a child becomes increasingly aware of the importance of words and letters.

EYFS Review – Communication and language Listening and Attention (was language for communication) Understanding(was language for thinking) Speaking (was language for thinking) Drawn from experience of implementing the PNS Every Child a Talker programme.

EYFS Review – Listening and attention From ECAT – not widely understood in EYFS Foundation of developing language Language development can be enhanced by adults supporting children to focus attention Also underlies the development of phonetic and phonemic awareness which supports reading and writing development.

EYFS Review – Understanding From ECAT – not widely understood in EYFS Build a large receptive vocabulary Understand complex statements, questions and linked statements Supports reading comprehension and learning across all areas

EYFS Review – Speaking Empowered to express their needs and feelings, views and ideas Shapes thought Precursor to using written language

EYFS Review – no more LSL in EYFSP? ‘Experience has shown that one of the stumbling blocks for children and practitioners is the application of phonic knowledge and skills to reading and writing’. Literacy: Reading (including the former Linking Sounds and letters’) Writing (including the former Linking Sounds and Letters)

Summer courses 3 May: CLLD CSG (twi) 5 May: Support for Spelling (pm) 18 May: Literacy Coordinator Conference (day) 24 May: What are the rest doing? Guided work (twi) 9 June: Teaching Phonics Effectively (day) 13 June: CLLD coordinator Conference (day) 22 June: Assessing Phonics (twi) 13 July: Literacy CSG (twi)

York ECAT: 20 settings Clifton Green Primary Hob Moor Primary St Paul's Nursery Westfield Primary Community Beehive Pre-school Playgroup, Heslington Rd Bright Beginnings Day Nursery. Rawcliffe Cheeky Monkeys Playgroup - Westfield Clifton Day Nursery Fulford Pre-school Home to Home Day Nursery,Strensall Huntington Pre-school Playgroup Kaleidoscope Day Nursery – Westfield Leeman Road Playgroup Little Acorns Neighbourhood Nursery, Clifton Poppleton Road Playgroup Stepping Stones,Strensall St Wilfrid's Nursery Sunshine Day Nursery, Huntington Wonder Years, Wigginton York College Day Nursery

Training Speech, language and communication training Developed their setting to be more communication friendly Supported parents with practical ideas to encourage communication In depth analysis of children’s development stages and careful monitoring of their progress Links with CLLD Consultant

Training Dialogic book talk Reflective practice techniques Letters and Sounds Phase 1 Support from a specialist Drama Practitioner Vocabulary extension techniques Forest School Reggio Emilia Support from libraries

Partnership Working Ongoing consultation with partners including : Speech and Language Therapists Midwives Health Visitors Family Learning Early Learning Leaders Special Educational Needs Consultant Pre-school Learning Alliance

ECAT in Action Walking the Talk in York: Huntington Pre-school St. Wilfrid’s Nursery Hob Moor Primary

Inclusion Development Programme Dyslexia Speech, Language and Communication

National Year of Communication Misunderstood Don’t get me wrong