© Crown copyright 2008 Session 3 Aims To inform delegates of updated intervention materials. To identify key interventions endorsed by the LA to support schools to raise standards and accelerate progress for pupils with SEN/LDD. To consider how the LA ensures quality and uses evidence to measure impact of this support.

© Crown copyright 2008 Early Literacy Support: ELS Revisions In line with the objectives in the Primary Framework for Literacy, 2006 and recommendations of the Independent Review into the Teaching of Early Reading (Rose 2006). Aligned with the Primary National Strategy publication Letters and Sounds: Principles and Practice of High Quality Phonics. More emphasis has been given to reinforcing the systematic teaching of phonics and applying the ‘simple view of reading’.

© Crown copyright 2008 ELS: Two components 1. Handbook for class teachers contextual information; a new section on Assessment for Learning; guidance on making links to day-to-day whole-class teaching and the setting of independent tasks for children; observation and assessment materials to support tracking of children’s progress through the programme.

© Crown copyright 2008 ELS: Two components 2. A file for Teaching Assistants 60 scripted group sessions; take-away activities; guidance on resources needed for each session;

© Crown copyright 2008 Every Child a Reader Literacy interventions (Waves 2 and 3) – Year 1 children. National roll out to reach all LAs following successful pilot – 30,000 children to receive intensive one-to-one support year-on-year by 2010 – 11. Purpose is to ensure that every child achieves age- related expectations at the end of KS1. Funds schools to employ and train specialist Reading Recovery (RR) teachers who provide intensive one-to- one support to the lowest attaining children.

© Crown copyright 2008 Impact of Reading Recovery Four times the normal rate of progress. 77% of the lowest achieving children returned to average (L2b+) after an average of 38 – 40 hours teaching by a trained RR teacher. Effects do not wash out over time (long-term research). London study: in 2007, 86% of children who had received RR achieved L2+ at KS1 (national average 84%). Overall performance on a range of literacy tests superior to control group in schools with no RR.

© Crown copyright 2008 Schools that participated in the Every Child a Reader pilot saw an increase of 2% of pupils achieving level 2+ in reading, compared with a decrease of 1% in maintained mainstream schools nationally

© Crown copyright 2008 Every Child a Reader: 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

© Crown copyright 2008 What about the 23% who don’t reach age- related expectations? 23% of children who access the programme make X2 rate of progress but not enough to reach national age-related expectations. ECaR early literacy extension pilot Autumn 2008: –extra Reading Recovery Support; –tuition from dyslexia teachers; –validated research examining what works.

© Crown copyright 2008 What works for children with literacy difficulties: Third edition Produced by Professor Gregg Brooks, Sheffield University. To ensure LAs and schools promote and use interventions which carry a robust evidence base of success in terms of accelerated progress.

© Crown copyright 2008 What works for children with literacy difficulties: the main changes Extension to Key Stage 3. More information on entry/exit levels for targeted pupils. Ref: BKT-EN.

© Crown copyright 2008 Current context: The Children’s Plan Individual progress to achieve world class standards and close the gap in educational achievement for disadvantaged children.

© Crown copyright 2008 Children’s Plan – Goals for 2020 Every child ready for success in school, with at least 90% developing well across all areas of the EYFS Profile by age five. Every child ready for secondary school, with at least 90% achieving at or above the expected level in both English and mathematics by age 11. Every young person with the skills for adult life and further study, with at least 90% achieving the equivalent of five higher level GCSEs by age 19; and at least 70% achieving the equivalent of two A Levels by age 19.

© Crown copyright Vision Report of the Teaching and Learning in 2020 Review Group ‘Personalising learning and teaching means taking a highly structured and responsive approach to each child’s and young person’s learning, in order that all are able to progress, achieve and participate. It means strengthening the link between learning and teaching by engaging pupils – and their parents – as partners in learning.’ 2020 vision, a vision for teaching and learning in 2020, DfES, 2007

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Activity What initiatives/programmes/interventions do you promote within your LA? Wave 1, 2 or 3? How do you ensure quality and fidelity to the programme? How do you ensure aligned working across different LA services? How do you evaluate the impact? Are there any particular issues/gaps?

Crown copyright The content of this publication may be reproduced for non-commercial research, education or training purposes provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. For any other use of this material please apply to OPSI for a Click-Use, PSI Licence, or by writing to: Office of Public Sector Information Information Policy Team National Archives Kew Richmond Surrey TW9 4DU Web: The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party, or to Royal Arms and other departmental or agency logos, nor does it include the right to copy any photographic or moving images of children or adults in a way that removes the image or footage from its original context. © Crown copyright 2008 Slide 19