Not just a literacy issue 70% of pupils permanently excluded from school have literacy difficulties 25% of young offenders have reading skills below those of an average 7 year old 60% of the prison population has literacy difficulties Other long-term consequences – unemployment or low- paid work, mental health problems

Every Child a Reader Wave 3 intervention – Year 1 and Year 2 children (5 years 9 months to 6 years 3 months) Purpose is to ensure that every child achieves age-related expectations at the end of Key Stage One. Part funds schools to employ and train specialist Reading Recovery (RR) teachers who deliver daily half hour lessons to children with significant difficulties.

Reading Recovery Six year-olds Half an hour a day for 12–20 weeks Specially trained teachers

Roles for the Reading Recovery teacher Advising on choice of interventions Assessment to match the right form of support to the children Training and coaching teaching assistants and others Monitoring the quality of interventions Evaluation

Wave 1 Majority 2 Just below average 3 Struggling Lowest Quality First Teaching Majority 2 Early Literacy Support Better Reading Partnership Just below average 3 Reading Rescue or equivalent Struggling Reading Recovery Lowest attaining T A L K I N G P R E S

Getting the best from Reading Recovery A teacher in a cupboard, or a whole-school approach that is effectively led and managed?

Why Reading Recovery? Children on the programme make, on average, four times the normal rate of progress – far in excess of other interventions There is good evidence that the initial impact doesn’t ‘wash out’ More than half the children, the very slowest learners in their class when they were six, go on to achieve national targets four years later Established programme with 13 years’ experience of working in UK, an infrastructure and quality assurance

From here… © Nelson Price Milburn Ltd 2007

to here…in 38.5 hours of teaching © Nelson Price Milburn Ltd 2007

On entry to Reading Recovery

14 weeks later

Raising standards in your school At end of Key Stage 1, 72% of all children taught attained level 2 or above in reading and 71% in writing At end of Key Stage 2: four out of five reached level 3 or above more than half reached level 4 or above if they received Reading Recovery in Year 1, three out of four achieved level 4 or above

The children say... ‘I don’t need help. I’m clever now.’

A child in care in Liverpool ‘I can read now. I’m the only one in my family who can read.’ A child in care in Liverpool

‘It’s changed my bloomin’ life!’

Government plans ‘Every Child a Reader scheme will be rolled out nationally, benefiting over 30,000 children a year by 2010–11’ In Rotherham a teacher leader will be appointed in the near future. 3 further schools will join the programme in September, with an additional 12 schools in 2010-11.

What is needed to operate Reading Recovery in your school? A high quality, experienced teacher who supports four children individually, daily, for half an hour A space free from distractions, with access to books and resources Another teacher trained in assessment Liaison between class teacher(s) and Reading Recovery teacher Home–school links Support for wider impact on literacy in school Big project that has the potential to transform the lives of many many children who are currently not achieving their potential. Each school is playing a key role - if one school lapses it will impact the entire project. A) teach RR B) Respond to our requests. We will only ask you for stuff that we need - we are not in the game of making additional work for the sake of it. Each player will be asked to complete progress reports. Please complete them and return in a timely fashion. Trustees have a habit of honing in on particular components/schools. We need to be able to satisfy them to ensure continued funding.

Criteria for selection Commitment to part fund the 0.6 RR teacher. Sufficient numbers of underachieving and or vulnerable children. A commitment to early literacy intervention as an integral part of the school’s strategy to address underachievement.

Changing lives ‘In the first three years of school, educators have their one and only chance to upset the correlation between intelligence measures, social class and literacy progress, and between initial progress and later progress.’ Dame Marie Clay

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Developing Every Child Counts steered by the recommendations of the Williams review informed by the findings from the research phase in 50 schools implementation over 2008-10 in an increasing number of LAs and schools independent external evaluation 22

Developing Every Child Counts private/public partnership led externally by the ‘Every Child a Chance Trust’ working closely with LAs, schools, the DCSF, the Primary National Strategy and Edge Hill University two year development phase 2008-2010 (national roll out in 2010-11) over 30,000 children a year by 2010–11 a further 12 Rotherham schools involved in 2009-10. 23

Every Child Counts Mathematics interventions for Year 2 children Aims to ensure that every child achieves age-related expectations at the end of Key Stage 1 Contributes funding to help schools to employ and train specialist Numbers Count (NC) teachers, who are intensively trained to provide daily 30 minute lessons to children with significant difficulties for a period of 12 weeks. 24

What happens in Numbers Count lessons? Detailed diagnostic assessment at the start, with ongoing assessment and planning Teaching and learning cycle: review–teach-practise-apply Use of a range of resources, models and images to enable the child to demonstrate mathematical thinking Extensive use of mathematical language by adult and child Application of learning in a range of contexts 25

Roles for the Numbers Count teacher Schools get the best from the programme where the Numbers Count teacher has a 0.6 FTE time allocation – 0.5 for the 1-1 teaching and 0.1 for the wider role with whole-school impact 26

Roles for the Numbers Count teacher Teaching individual children and/or very small groups Supporting the ongoing development of quality first teaching Advising on choice of interventions Assessment to match the right form of support to the children Training and coaching teaching assistants and others Monitoring the quality of interventions Evaluation 27

national expectations Wave 1 Quality First Teaching All children 2 Small group additional intervention Just below national expectations 3 Individual or very small group additional intervention with a trained and supported TA Struggling Numbers Count additional intervention on an individual and/or very small group basis with a trained specialist teacher Lowest attaining

Getting the best from Numbers Count A teacher in a cupboard, or a whole-school approach that is effectively led and managed? 29

Liam’s story Before intervention low self-esteem and no confidence termly assessments showed a regression of progress from national curriculum level 1b to 1c extremely quiet in class and not participating in lessons or discussions 30

Liam’s story At the start of Numbers Count The initial detailed assessment at the start of his programme immediately highlighted gaps and misconceptions in his learning. For example, he could say which column in a two-digit number represented tens or units but he didn’t understand what tens and units actually meant and how they fitted together. He confused ‘teen’ and ‘ty’ numbers, such as ‘thirteen’ and ‘thirty’. He had difficulty crossing the tens boundaries when counting numbers above 20 and he often transposed two-digit numbers. 31

Liam’s story After Numbers Count Liam successfully uses the concepts learnt to achieve speedy and accurate recall in number calculations. He contributes in class, answering, explaining and confidently sharing his knowledge with adults and classmates. As a popular and well-respected helper, Liam attends the weekly lunchtime Maths Club – explaining new games to his peer group.   32

Liam’s story Progress after 60 lessons secure 2b in his end of Year 2 Assessments. confident in class lessons, working independently in the middle to top numeracy groups in his class   at the beginning of July 2008, he was just one point away from 2a. 33

Raising standards in your school For 200 children taught in the Summer term 2008 research phase of ECC: Average % of children achieving nationally expected level at end of summer term programme - 73% . Girls and boys made similar rates of progress. 34

Outcomes in Rotherham schools after 12 weeks 10% achieved gains of 4 sub levels of progress 15% - 3 sub levels 55% - 2 sub levels 20% - 1 sub level

Research phase – head teacher views ‘We got the best results we have ever had and it was the children who had ECC who made the difference’ ‘We also noticed a difference in literacy, self esteem, attendance’ ‘A lot of the reports from class teachers were on the children’s new confidence in class – putting their hand up, answering questions – the affective gains were as important as the cognitive ones. The children no longer saw themselves as failures’ 36

What is needed to operate Numbers Count in your school? A high quality, experienced teacher who teaches four children individually, daily, for half an hour A sufficient number of Y2 children in need of intervention A space free from distractions and suitable for active learning with access to dedicated resources Another teacher trained in assessment Liaison between class teacher(s) and Numbers Count teacher Home–school links Support for wider impact on mathematics throughout the school Big project that has the potential to transform the lives of many many children who are currently not achieving their potential. Each school is playing a key role - if one school lapses it will impact the entire project. A) teach RR B) Respond to our requests. We will only ask you for stuff that we need - we are not in the game of making additional work for the sake of it. Each player will be asked to complete progress reports. Please complete them and return in a timely fashion. Trustees have a habit of honing in on particular components/schools. We need to be able to satisfy them to ensure continued funding. 37

Thomas’ story: before intervention Underachieving and not engaging with class activities in mathematics Struggling with the language of mathematics Working at national curriculum level 1b

Thomas’ story: after 12 weeks of intensive teaching Dismissing tasks if they were ‘too easy’ Articulating his thinking Working at national curriculum 2a Let’s do maths for two hours!