1. 1

2. 2 Primary National Strategy Briefing to Headteachers Devon Performance Data 2007 Refreshed Frameworks for Literacy and Mathematics Effective continual professional developments English as an Additional Language Recent updates

3. 3

4. 4

5. 5

6. 6

7. 7

8. 8

9. 9

10. 10

11. 11

12. 12 Schools below floor targets in both Eng and Ma = 3%

13. 13

14. 14

15. 15

16. 16

17. 17

18. 18

19. 19

20. 20

21. 21

22. 22

23. 23

24. 24

25. 25

26. 26 New framework: five key areas Encouraging flexibility Structuring learning Raising expectations More effective use of assessment Broadening and strengthening pedagogy

27. 27 Focus on improvement through change: Materials Behaviours/practices Beliefs/understanding

28. 28 Effective CPD Choose one effective development in your school related to the renewed framework: How was the CPD delivered? What model was used? How have you evaluated the impact?

29. 29 An Introduction To The EAL Programme (Toolkit) – “Excellence And Enjoyment: Learning And Teaching For Bilingual Children In The Primary Years” (DfES 2006)

30. 30 How many EAL children are there in Devon schools ? Devon’s Context

31. 31 2020 7272 24 4 9696 6262 2020 7474 8080 4141 15 11 15 6 20 2 2222 7474 8585 22 3 17 7 4141 186 36 4141 2020 3333 3030 1010 3030 1111 2020 Top number = total referrals Bottom number = Polish referrals Total referrals to the EAL Service for academic year Sept 2006 – July 2007

32. 32 Which languages are the most commonly spoken in Devon schools?

33. 33 The “Toolkit”

34. 34 All learners are affected by the social and cultural context they find themselves in – EAL learners need to feel safe, they need to feel valued and they need a sense of belonging. Generally speaking, children learning an additional language can become conversationally fluent in 2-3 years but it takes longer to develop the cognitive and academic language necessary to achieve in KS2 and above. The bilingual child’s first language has a significant and continuing role in learning and in the development of English. EAL learners are potentially as able as any other children. They can be supported to access tasks at an appropriate level of cognitive challenge through the provision of contextual support. IF YOU GET IT RIGHT FOR BILINGUAL LEARNERS YOU WILL GET IT RIGHT FOR ALL Key Messages

35. 35 Leadership and management. Learning and teaching. Conditions for learning. Partnerships beyond the classroom. Key Strands

36. 36 Supporting School Improvement. Planning and Assessment for Language and Learning. Creating the learning culture : making work in the classroom. Creating an inclusive culture. Speaking, listening, learning : working with children learning EAL. How can you use the toolkit?

37. 37 Particular EAL Challenges

38. 38 NATIONAL (dfes@prolog.uk.com / Tel 08456022260dfes@prolog.uk.com New Arrivals (DfES Pub. Ref -00426-2007-EN) Writing (DfES Pub. Ref – 00068-2000FLR-EN) LOCAL Polish Connection Development of Devon EAL website www.devon.gov.uk/index/learning/supporting- children/english_as_additional_language.htm Other New Initiatives

39. 39 Working together to close the achievement gap for EAL pupils. How can we support you to support pupils in your school? The Way Forward

40. 40 Making Good Progress/Keeping Up Read key characteristics of slow moving pupils in English and Mathematics What needs to be in place in FS and KS1 to reduce the numbers of pupils presenting with these characteristics in KS2?

41. 41 Updates CPD materials: Leading Improvement Using the Primary Framework Materials focus on Y1,3,5 Literacy: –Early Reading –Improving Reading –Improving Writing (with a focus on guided writing) Maths: –Number concepts –Mental calculation –Additional materials Overcoming barriers in mathematics Assessing Pupil Progress (APP) Maths conference