Page 1

Lakeside Primary School SDP – 2013-14 2012/13 Improvement Priority 1 – Literacy Pupil outcomes:- All children make expected or better progress to achieve challenging end of year/KS targets in reading, writing, phonics, spelling, grammar and punctuation Standards and progress in reading and writing are improved DfE shift in curriculum emphasis from composition and effect to spelling, grammar and punctuation (SPAG) and new KS2 test have necessitated increased focus on basic skills to prepare children for test. Area of Activity Writing • • Continue Fresh Start in Y5 & Y6 – training • Maintain use of Learning Walks to regularly evaluate quality of literacy environment • Continue reading initiatives to provide models for • writing • Use reading workshop independent activities as opportunity for children to respond to feedback. • • Continue to embed phonics teaching in KS2. • Improve class based reinforcement and application of phonics through improved liaison between classteachers and TAs delivering Direct Phonics. • Appoint and train Inclusion HLTA/0.2 SpLD teacher • to sustain Dyslexia support strategy during 0.6 teacher’s maternity leave. • Improve impact of TA support for writing through review of school effectiveness in deploying support staff, TA appraisal and development and improved • links between interventions and class based teaching. • Continue to develop use of focussed guided writing – based on ongoing assessment • • Review LT/MT plans in line with revised NC – genres/focus/emphasis/ARE expectations • Review assessment systems to reflect new NC. • Review LT/MT and ST planning to reflect SPAG. • Staff training to support in embedding ARE SPAG • expectations/skills lists in planning and teaching • Review strategies to encourage boys writing! • Review whole school handwriting cursive script consistent with SpLD strategies. • Communication, Language and Literacy (CLLD) • • Embed ongoing application of phonic strategies through ongoing provision, guided reading and writing and improved class based reinforcement of teaching in interventions. • • Set up CLLD tracking grids on new Pupil Progress Tracker to monitor attainment and progress termly • Continue to embed use of Guided reading and writing to develop phonic strategies • Expand opportunities for independent reading and •

Success Criteria Standards and pupil achievement in writing will be improved to reach targeted pupil outcomes in all year groups. Big Write strategies and resources will be used consistently in all classes. Children in KS1 & 2 will confidently use phonics and other spelling strategies to support fluent writing A consistent whole school approach to handwriting will support children to become confident and enthusiastic writers Pupils will become enthusiastic and confident writers as a result of its high profile and provision of stimulating, meaningful and cross curricular contexts Pupils will understand their curricular targets and how to improve to reach the next level in writing Accurate assessment will inform differentiated planning and teaching to maximise the progress of full ability range in writing Children will have opportunities for independent writing There is high quality, consistent and progressive phonics provision in the Foundation Stage, KS1 & lower KS2 Children have structured opportunities to apply phonic knowledge in their reading, writing and across the curriculum. Standards and pupil

• •

writing Develop literacy environment – learning walls/reading areas/profile of handwriting Introduce Talk Boost – FS/KS1

Speaking and Listening • • Introduce Talk Boost – FS/KS1 • Develop opportunities for pupil talk, collaborative • and interactive learning including TPs in F1. • Develop role play areas in extended FS. • Develop assessment of S & L in line with the new curriculum • Use of ICT including microphones and I-pads to • promote S & L • •

Reading • • Develop strategies and resources to enhance boys’ achievement in reading • • Embed reading workshops and 2 x weekly Guided Reading Sessions • Develop use of independent time in reading workshops for children to respond to feedback • • Extend FFT Y1 reading programme – training of additional TA to deliver to lower KS2 pupils • Review use of reading APP to reflect new curriculum • • Continue to develop diagnostic reading assessment • Continue to expand class based reading resources, reading areas and home readers – boy • friendly • Purchase topic related library stock in line with new curriculum • Develop Peer mentor reading opportunities/clubs. • Improve impact of TA support for reading through • review of school effectiveness in deploying support staff, TA appraisal and development and improved links between interventions and class based teaching.

achievement in reading and writing will be improved to reach targeted pupil outcomes in all year groups. The percentage of children working at age related expectations (ARE) will increase. (2011/12 Y2 cohort) Tracking provides overview of children’s levels of development and progress in L & S to inform planning Structured cross curricular opportunities for Speaking and Listening will be expanded Improved pupil achievement in speaking and listening will also contribute to raising standards in all strands of literacy, particularly writing. CLLD scores in the FS for CLT will improve Children will be able to work collaboratively in groups There will be accurate assessment of achievement in S & L. All teachers will use APP as assessment tool for reading. Teachers will make accurate diagnostic assessments, giving them a good understanding of children’s development needs which will inform planning Children will make good progress in differentiated Guided reading groups will be established in all classes Children of all abilities will be motivated to read by quality class based and home reading materials Targeted children in Y1 will make accelerated progress towards ARE through FFT interventions Parents have better understanding of how to support children with reading.

Introduce reading diaries with information to support parents • Offer opportunities for parents to be involved in children’s reading in LKS2. Intervention strategies • Extend FFT Y1 reading programme – train additional TA (Lower KS2) • Introduce Talk Boost – FS/KS1 – review SALLEY KS1 Social Skills • Improve impact of Direct Phonics – Y2 and Y3 through improved class based reinforcement and application. • Continue ALS and adapted ELS “Rainbow” programme implemented. • Continue Fresh Start in Y6 then Year 5 from Summer term • 1:1 tuition (KS2 and LAC) • Appoint and train Inclusion HLTA to sustain Dyslexia support strategy during 0.6 teacher’s maternity leave. • Dyslexia intervention training – new HLTA/SpLD teacher • Develop use of ICT multi-sensory teaching programme • Introduce RTI – Training by A4A coach/L Smart delivery? • Continue/develop Empowered Learning project/use of Learning Journals.

• •

Targeted pupils will make accelerated progress in reading and writing to reach targets/ARE. % of pupils at ARE in reading and writing will increase Children will confidently apply phonic knowledge to reading and spelling

Sdp literacy overview 2013 14  
Sdp literacy overview 2013 14