monitoring literacy - the role of the subject leader
TRANSCRIPT
Monitoring Literacy
The Role of the Subject Leader
Lancashire Primary Strategy: Literacy
Revised September 2006
1
The Role of the Subject Leader
The role of the subject leader is crucial if schools are to raise standards and
support teachers and children.
The pack contains details and information to help subject leaders:
Conduct a school audit
Complete self evaluation grids
Analyse data
Monitor planning
Undertake book sampling
Conduct pupil interviews
Carry out walkthroughs
Observe / monitor teaching
Assess learning environment
Assess staff Literacy skills
Identify areas for improvement and set curricular targets
Create an action plan
Complete year planner
Support implementation of action plan
Peer coaching
CPD
Resources
Monitor progress
Evaluate impact
2
Set Quantitative
Targets
Undertake a Literacy Audit
Set Curricular Targets
Construct a Literacy
Action Plan
Implement and Monitor
Review Progress
LITERACY DEVELOPMENT
PLAN CYCLE
3
Literacy Profile
Area: Comments:
Standards
What are the standards like in your subject? Have you looked at the assessment data? Are you confident in interpreting it? Have you looked at pupils' work? Have you moderated work with staff?
Policy
Is there a policy in place? When was it last reviewed? Does it reflect current practice? Is the policy applied consistently by all staff?
Planning
Is there a consistent approach for medium term planning? Is there a consistent approach for short term planning? Do the layers of planning link? Does the planning match the work in children's books?
Resources Do you have appropriate resources for the subject? Are they in good condition, accessible and sufficient? Do you have a budget allocation?
Staff Development
How secure is your subject knowledge? Do all staff have the required knowledge to teach the subject in their age group? Do you feel confident in leading staff training or a staff meeting in your subject/area?
School Development
Has your subject/area been identified in the inspection report/SDP? Do you have the opportunity to contribute to the SDP in relation to your subject?
Assessment
Do you have a secure understanding of the levels in your subject? Do other staff? Do you have any evidence of standards in your subject?
4
The Literacy Subject Leader's File This is not a definitive list. This information will build over time. 1. POLICY
- Literacy subject leader's job description - Literacy policy - Long-term plan / curriculum overview
2. SCHOOL IMPROVEMENT - Annual review of priorities/SDP/Action plan - Literacy development plan - Literacy year planner
3. MONITORING AND EVALUATION
- Monitoring & Evaluation Policy - Cycle of subject monitoring and evaluation - PLANNING - Evaluation of planning - WORK SAMPLING - Evaluation of children's work - CLASSROOM OBSERVATION - Individual evaluation forms - INTERVENTION PROGRAMMES - Wave 2 + Wave 3 - Identification
of and monitoring of progress made - PUPIL INTERVIEWS
4. STANDARDS
- Test results & analysis - Level descriptors / OFSTED standards - Whole school targets - Improvement targets - Tracking
5. RESOURCES
- Audit of resources - Resource list/location - Budget allocation / Record of expenditure - Relevant ICT resources
6. STAFF DEVELOPMENT
- Professional development activities - Evaluation of professional development activities
5
School Self-Evaluation Grid
The self-evaluation grid will help you identify current practice in your school and establish areas for development. The grid should be completed by the subject leader in partnership with the Headteacher. An interactive version of the grid is also available on the National College for School Leadership website at www.matrix.ncsl.org.uk.
6
Rai
sing
sta
ndar
ds in
lite
racy
and
mat
hem
atic
s
Self-
eval
uatio
n to
est
ablis
h pr
iorit
ies
The
purp
ose
of th
e se
lf-ev
alua
tion
grid
is to
sup
port
coor
dina
tors
in re
cogn
isin
g th
e cu
rren
t sta
ge o
f dev
elop
men
t and
iden
tifyi
ng k
ey p
riorit
ies
for d
evel
opm
ent a
cros
s th
e sc
hool
.
Key
are
a 1:
Est
ablis
hing
prio
ritie
s, a
naly
sing
resu
lts a
nd re
view
ing
prog
ress
.
Key
Are
a 2:
Con
tinui
ng to
impr
ove
the
qual
ity o
f tea
chin
g an
d le
arni
ng
K
ey A
rea
3: M
anag
emen
t and
dep
loym
ent o
f res
ourc
es
K
ey A
rea
4: P
rofe
ssio
nal d
evel
opm
ent i
nto
prac
tice
Key
Are
a 1:
Est
ablis
hing
prio
ritie
s, a
naly
sing
resu
lts a
nd re
view
ing
prog
ress
.
Fo
cusi
ng
Dev
elop
ing
Esta
blis
hing
En
hanc
ing
1a
Est
ablis
hing
prio
ritie
s, a
ctio
n pl
anni
ng a
nd re
view
An
audi
t of l
itera
cy/ m
athe
mat
ics
prov
isio
n, p
rofe
ssio
nal d
evel
opm
ent
need
s an
d qu
antit
ativ
e ou
tcom
es, i
n te
rms
of s
tand
ards
and
pro
gres
s ha
s be
en c
arrie
d ou
t. A
s a
resu
lt ke
y pr
iorit
ies
for a
ctio
n ha
ve b
een
iden
tifie
d.
Usi
ng th
e au
dit,
an a
gree
d ac
tion
plan
that
add
ress
es id
entif
ied
prio
ritie
s an
d ap
prop
riate
reso
urce
s ha
s be
en d
evel
oped
and
is b
eing
im
plem
ente
d.
The
impa
ct o
f the
act
ion
plan
is
mon
itore
d an
d ev
alua
ted.
Th
e pl
an is
refin
ed fo
llow
ing
the
outc
ome
of e
valu
atio
n.
The
scho
ol’s
prio
ritie
s fo
r im
prov
ing
liter
acy/
mat
hem
atic
s ar
e pa
rt of
the
who
le-
scho
ol im
prov
emen
t pro
gram
me
with
cl
early
iden
tifie
d su
bjec
t-spe
cific
prio
ritie
s an
d sy
stem
atic
revi
ew a
nd e
valu
atio
n.
1b
Kno
win
g ab
out s
tand
ards
Teac
hers
ass
ess
child
ren’
s w
ork
regu
larly
and
nat
iona
l/oth
er te
sts
are
in p
lace
. The
re is
acc
ess
to re
leva
nt
data
on
stan
dard
s, e
.g. b
asel
ine
asse
ssm
ent,
data
on
stat
utor
y an
d op
tiona
l tes
ts, o
n-go
ing
teac
her
asse
ssm
ents
and
wor
k sa
mpl
es.
Ther
e is
lim
ited
conf
iden
ce in
the
use
of th
is d
ata.
Ther
e is
a s
yste
mat
ic s
truct
ure
for
asse
ssin
g ch
ildre
n’s
wor
k an
d pr
ogre
ss. D
ata
is s
tarti
ng to
be
used
to
info
rm ju
dgem
ents
on
stan
dard
s ac
ross
the
scho
ol, n
otin
g pa
ttern
s in
ch
ildre
n’s
achi
evem
ent.
Ther
e is
wor
k ac
ross
the
scho
ol to
m
oder
ate
teac
her a
sses
smen
ts a
nd
to a
naly
se d
ata
to in
form
teac
hers
’ pl
anni
ng, s
et ta
rget
s an
d m
onito
r pr
ogre
ss in
a c
ompr
ehen
sive
and
sy
stem
atic
man
ner.
Sch
ool a
sses
smen
t sys
tem
s ar
e rig
orou
s an
d ef
fect
ive.
The
re is
clo
se c
oope
ratio
n be
twee
n th
e he
adte
ache
r, st
aff a
nd
gove
rnor
s in
usi
ng d
ata
to ra
ise
stan
dard
s in
lite
racy
/mat
hem
atic
s.
1c
Targ
et s
ettin
g Th
ere
is a
s ye
t no
syst
emat
ic w
hole
-sc
hool
app
roac
h to
the
setti
ng o
f nu
mer
ical
and
cur
ricul
ar ta
rget
s to
tra
ck c
hild
ren’
s pr
ogre
ss a
nd ra
ise
stan
dard
s in
lite
racy
/mat
hem
atic
s.
Teac
hers
are
sup
porte
d in
set
ting
real
istic
ally
cha
lleng
ing
num
eric
al
targ
ets
for e
ach
year
gro
up. T
hey
are
supp
orte
d in
trac
king
chi
ldre
n’s
prog
ress
by
setti
ng c
urric
ular
targ
ets
base
d on
a c
lear
iden
tific
atio
n of
le
arni
ng n
eeds
.
Ther
e is
an
effe
ctiv
e pr
oces
s fo
r se
tting
and
revi
ewin
g nu
mer
ical
and
cu
rric
ular
targ
ets
in e
ach
year
gro
up.
All
teac
hers
are
abl
e to
use
targ
ets
to
track
chi
ldre
n’s
prog
ress
, inf
orm
thei
r te
achi
ng a
nd ra
ise
stan
dard
s.
Ther
e is
an
effe
ctiv
e, c
oher
ent a
nd
man
agea
ble
who
le-s
choo
l sys
tem
for
setti
ng a
nd re
visi
ng ta
rget
s ag
ains
t ch
ildre
n’s
prog
ress
.
1d
Mon
itorin
g an
d ev
alua
ting
the
deve
lopm
ent o
f lite
racy
/ m
athe
mat
ics
A s
tart
has
been
mad
e to
war
ds
mon
itorin
g an
d ev
alua
ting
a ra
nge
of
aspe
cts
of s
ubje
ct re
spon
sibi
lity.
Ther
e is
a c
lear
stru
ctur
e fo
r m
onito
ring
and
eval
uatin
g lit
erac
y/m
athe
mat
ics
in o
rder
to
iden
tify
key
prio
ritie
s fo
r im
prov
ing
stan
dard
s of
teac
hing
and
lear
ning
.
The
outc
omes
of t
he m
onito
ring
and
eval
uatio
n of
asp
ects
of
liter
acy/
mat
hem
atic
s ar
e us
ed to
in
form
futu
re s
choo
l im
prov
emen
t pl
anni
ng.
Mon
itorin
g an
d ev
alua
ting
is e
mbe
dded
w
ithin
the
scho
ol im
prov
emen
t pla
n an
d is
ef
fect
ive
in c
eleb
ratin
g su
cces
s an
d id
entif
ying
are
as fo
r fur
ther
impr
ovem
ent.
7
Key
Are
a 2:
Con
tinui
ng to
impr
ove
the
qual
ity o
f tea
chin
g an
d le
arni
ng
Fo
cusi
ng
Dev
elop
ing
Esta
blis
hing
En
hanc
ing
2a
Eva
luat
ing
the
qual
ity o
f the
te
achi
ng o
f lite
racy
/ mat
hem
atic
s an
d gi
ving
app
ropr
iate
feed
back
Cla
ssro
om o
bser
vatio
ns a
nd/o
r sc
rutin
y of
chi
ldre
n’s
wor
k ha
s ra
ised
aw
aren
ess
of:
• th
e qu
ality
of t
each
ing
of
liter
acy/
mat
hem
atic
s ac
ross
the
scho
ol;
• th
e st
reng
ths
and
wea
knes
ses
of
teac
hers
’ sub
ject
kno
wle
dge.
Ther
e is
a d
evel
opin
g pr
ogra
mm
e to
m
onito
r the
qua
lity
of te
achi
ng o
f lit
erac
y/ m
athe
mat
ics.
Wea
knes
ses
in
teac
hing
are
reco
gnis
ed a
nd s
taff
are
give
n fe
edba
ck. A
ctio
ns to
be
take
n ar
e id
entif
ied
and
inco
rpor
ated
into
the
liter
acy/
mat
hem
atic
s ac
tion
plan
or
scho
ol im
prov
emen
t pla
n.
Sys
tem
s ar
e in
pla
ce fo
r mon
itorin
g an
d ev
alua
ting
the
qual
ity o
f tea
chin
g.
This
is im
pact
ing
posi
tivel
y on
cl
assr
oom
pra
ctic
e. S
ome
area
s of
w
eakn
ess
in te
achi
ng re
mai
n bu
t are
be
ing
addr
esse
d th
roug
h fe
edba
ck
and
prof
essi
onal
dev
elop
men
t.
Ther
e is
sys
tem
atic
and
stru
ctur
ed
eval
uatio
n of
lite
racy
/mat
hem
atic
s te
achi
ng a
cros
s th
e sc
hool
. The
Li
tera
cy H
our a
nd d
aily
mat
hem
atic
s le
sson
are
taug
ht w
ell.
Wea
knes
ses
in
subj
ect k
now
ledg
e, a
nd te
achi
ng a
nd
lear
ning
are
bei
ng a
ddre
ssed
ef
fect
ivel
y. T
here
is a
ppro
pria
te
feed
back
, sup
port
and
rela
ted
train
ing
for a
ll st
aff.
2b
S
uppo
rt fo
r pla
nnin
g; m
onito
ring
the
proc
ess;
eva
luat
ing
outc
omes
Teac
hers
’ wee
kly
plan
s ar
e sa
mpl
ed.
Teac
hers
are
sup
porte
d in
thei
r pl
anni
ng a
nd g
iven
feed
back
to h
elp
them
to m
oder
ate
and
amen
d as
ap
prop
riate
.
Med
ium
- and
sho
rt-te
rm p
lans
are
re
view
ed a
nd te
ache
rs a
re s
uppo
rted
in e
nsur
ing
plan
s m
atch
the
expe
cted
le
vels
of a
chie
vem
ent o
f chi
ldre
n.
Col
leag
ues
are
supp
orte
d in
pr
oduc
ing
plan
s w
hich
are
coh
eren
t, su
ccin
ct a
nd e
ffect
ive
in a
ddre
ssin
g le
arni
ng n
eeds
. Pla
ns a
re e
valu
ated
in
the
light
of l
earn
ing
outc
omes
.
2c
Usi
ng IC
T to
sup
port
liter
acy/
mat
hem
atic
s
Sta
ff ar
e aw
are
of th
e ne
ed to
in
corp
orat
e IC
T as
an
appr
opria
te
reso
urce
to s
uppo
rt th
e te
achi
ng o
f lit
erac
y/ m
athe
mat
ics.
Sta
ff ar
e aw
are
of N
LS/N
NS
trai
ning
m
ater
ials
and
a ra
nge
of o
ther
ICT
reso
urce
s to
sup
port
the
teac
hing
of
liter
acy/
mat
hem
atic
s.
With
the
ICT
coor
dina
tor,
the
prof
essi
onal
dev
elop
men
t nee
ds o
f te
ache
rs in
the
use
of IC
T to
sup
port
teac
hing
hav
e be
en id
entif
ied.
Ther
e is
clo
se c
olla
bora
tion
with
the
ICT
coor
dina
tor t
o su
ppor
t tea
cher
s in
pl
anni
ng fo
r the
app
ropr
iate
use
of
ICT
in th
e te
achi
ng o
f lit
erac
y/m
athe
mat
ics
and
in
mon
itorin
g an
d ev
alua
ting
the
use
of
ICT
in a
rang
e of
lite
racy
/mat
hem
atic
s te
achi
ng.
ICT
is b
eing
effe
ctiv
ely
inte
grat
ed in
to
teac
hers
’ pla
nnin
g fo
r lite
racy
/ m
athe
mat
ics.
Joi
nt e
valu
atio
ns s
how
th
at IC
T is
bei
ng u
sed
effe
ctiv
ely
in
liter
acy/
mat
hem
atic
s te
achi
ng.
8
Key
Are
a 3:
Man
agem
ent a
nd d
eplo
ymen
t of r
esou
rces
Fo
cusi
ng
Dev
elop
ing
Esta
blis
hing
En
hanc
ing
3a
Est
ablis
hing
an
effe
ctiv
e le
arni
ng
envi
ronm
ent
The
impo
rtanc
e of
an
effe
ctiv
e en
viro
nmen
t to
supp
ort t
he te
achi
ng
and
lear
ning
of l
itera
cy/ m
athe
mat
ics
in a
ll cl
assr
oom
s is
reco
gnis
ed.
Thro
ugh
clas
sroo
m o
bser
vatio
ns a
nd
an a
udit
of re
sour
ces,
key
are
as fo
r ac
tion
have
bee
n id
entif
ied
in o
rder
to
prom
ote
an e
ffect
ive
envi
ronm
ent
whi
ch w
ill s
uppo
rt ch
ildre
n’s
lear
ning
of
lite
racy
/mat
hem
atic
s.
A s
yste
mat
ic p
lan
is in
pla
ce a
cros
s th
e sc
hool
to s
uppo
rt im
prov
emen
t of
the
envi
ronm
ent i
n w
hich
chi
ldre
n le
arn
liter
acy/
mat
hem
atic
s.
The
scho
ol e
nviro
nmen
t mak
es a
key
co
ntrib
utio
n to
lite
racy
/mat
hem
atic
s le
arni
ng fo
r all
child
ren.
3b
Dep
loym
ent o
f add
ition
al a
dults
Th
e ex
perti
se a
nd s
kills
of a
dditi
onal
ad
ults
are
mat
ched
to id
entif
ied
need
s fo
r sup
port
in li
tera
cy a
nd
mat
hem
atic
s ac
ross
the
scho
ol.
Sup
port
syst
ems
are
deve
lopi
ng
betw
een
addi
tiona
l adu
lts a
nd
teac
hers
for p
lann
ing
supp
ort a
nd
revi
ewin
g th
e pr
ogre
ss o
f in
divi
dual
/gro
ups
of c
hild
ren.
The
impa
ct o
f sup
port
by te
ache
rs a
nd
addi
tiona
l adu
lts is
eva
luat
ed a
gain
st
both
qua
ntita
tive
and
qual
itativ
e le
arni
ng o
utco
mes
.
Mon
itorin
g of
the
impa
ct o
f add
ition
al
adul
t sup
port
show
s th
at a
diff
eren
ce
is m
ade
to c
hild
ren’
s at
tain
men
t and
pr
ogre
ss. T
here
is a
cle
ar
unde
rsta
ndin
g be
twee
n th
e te
ache
r an
d ad
ditio
nal a
dult
of th
e le
arni
ng
need
s of
chi
ldre
n.
9
Key
Are
a 4:
Pro
fess
iona
l dev
elop
men
t int
o pr
actic
e
Fo
cusi
ng
Dev
elop
ing
Esta
blis
hing
En
hanc
ing
4a
Iden
tifyi
ng C
PD
(Con
tinui
ng
prof
essi
onal
dev
elop
men
t) ne
eds
Info
rmat
ion
abou
t tra
inin
g is
sel
ecte
d an
d st
aff a
re e
ncou
rage
d to
atte
nd
rele
vant
cou
rses
.
Sta
ff ar
e he
lped
to b
e m
ore
sele
ctiv
e ab
out t
he ty
pe o
f pro
fess
iona
l de
velo
pmen
t in
whi
ch th
ey
parti
cipa
te a
nd re
late
this
clo
sely
to
the
liter
acy/
mat
hem
atic
s ac
tion
plan
.
A C
PD
pol
icy
whi
ch re
late
s to
the
indi
vidu
al a
nd s
choo
l nee
ds w
ith
clea
r lin
ks to
the
deve
lopm
ent o
f lit
erac
y/m
athe
mat
ics
is in
pla
ce. M
ost
staf
f are
com
mitt
ed to
the
polic
y an
d un
ders
tand
how
it w
ill im
pact
on
thei
r ow
n pr
ofes
sion
al d
evel
opm
ent.
The
plan
ned
CP
D p
rogr
amm
e su
ppor
ts
scho
ol, L
EA
and
nat
iona
l prio
ritie
s an
d m
eets
the
need
s of
all
staf
f. Th
e im
pact
of
the
CP
D p
rogr
amm
e is
mon
itore
d an
d ev
alua
ted
syst
emat
ical
ly.
4b
Sup
porti
ng c
olle
ague
s
Res
ourc
es to
sup
port
colle
ague
s in
im
prov
ing
teac
hing
of
liter
acy/
mat
hem
atic
s ar
e m
anag
ed
and
orga
nise
d. I
ndiv
idua
ls a
re
supp
orte
d on
requ
est t
o he
lp th
em to
im
prov
e th
e qu
ality
of t
he te
achi
ng o
f lit
erac
y/m
athe
mat
ics.
A p
lann
ed p
rogr
amm
e of
sup
port
is
bein
g de
velo
ped
in o
rder
to a
ddre
ss
who
le-s
choo
l and
indi
vidu
al n
eeds
. Th
is s
uppo
rt pr
ogra
mm
e in
clud
es
train
ee te
ache
rs a
nd o
ther
add
ition
al
adul
ts.
Ther
e is
a c
oher
ent s
uppo
rt pr
ogra
mm
e in
pla
ce a
nd a
ll st
aff a
re
invo
lved
in a
revi
ew a
nd e
valu
atio
n of
th
e pr
ofes
sion
al d
evel
opm
ent a
nd
supp
ort t
hey
have
rece
ived
. Whe
n ap
prop
riate
the
impa
ct o
f pr
ofes
sion
al d
evel
opm
ent i
s ev
alua
ted
thro
ugh
visi
ts to
cl
assr
oom
s an
d fo
rmal
/info
rmal
fe
edba
ck.
A p
lann
ed p
rogr
amm
e of
sup
port
has
been
dev
ised
, res
pond
ing
to w
hole
-sc
hool
and
indi
vidu
al n
eeds
.
All
staf
f are
sup
porte
d in
dev
elop
ing
high
qu
ality
teac
hing
and
lear
ning
in
liter
acy/
mat
hem
atic
s.
Eva
luat
ion
of th
e su
ppor
t sho
ws
a po
sitiv
e im
pact
on
teac
hing
and
lear
ning
.
10
Writ
ing
Scho
ol s
elf-e
valu
atio
n gr
id
Focu
sing
D
evel
opin
g
Esta
blis
hing
Enha
ncin
g
Lear
ning
obj
ectiv
es a
re s
hare
d w
ith
child
ren
at th
e be
ginn
ing
of e
ach
less
on
and
are
revi
ewed
in a
ple
nary
. M
arki
ng c
omm
ents
on
the
qual
ity o
f ch
ildre
n's
writ
ten
wor
k an
d/or
the
effo
rt th
at th
ey h
ave
put i
nto
com
plet
ing
it.
Chi
ldre
n ar
e en
cour
aged
to re
ad
teac
hers
' mar
king
.
Lear
ning
obj
ectiv
es a
re d
iscu
ssed
with
ch
ildre
n, v
ocab
ular
y is
exp
lain
ed a
nd
links
with
pre
viou
s le
arni
ng a
re
rein
forc
ed.
Teac
hers
' mar
king
, and
ora
l fee
dbac
k, o
n w
ritte
n ou
tcom
es, r
efer
s di
rect
ly to
le
arni
ng o
bjec
tives
. W
ritte
n fe
edba
ck o
ffers
spe
cific
gui
danc
e on
impr
ovem
ents
to b
e m
ade.
Chi
ldre
n ar
e gi
ven
oppo
rtuni
ties
to re
flect
on
this
gu
idan
ce a
nd re
draf
t par
ts o
f the
ir w
ork
in
resp
onse
. Te
ache
rs u
se d
iffer
ent t
ypes
of f
eedb
ack
for d
iffer
ent p
urpo
ses.
The
y pl
an fo
r a
varie
ty o
f writ
ten
and
oral
feed
back
dr
iven
by
teac
her,
peer
and
sel
f as
sess
men
t.
Teac
hers
def
ine
and
mak
e ex
plic
it to
ch
ildre
n th
e su
cces
s cr
iteria
for a
chie
ving
le
arni
ng o
bjec
tives
. Te
ache
rs p
rovi
de w
ritte
n an
d or
al
feed
back
, aga
inst
suc
cess
crit
eria
, whi
ch
high
light
s w
hich
hav
e be
en a
chie
ved
and
whi
ch n
eed
to b
e de
velo
ped.
O
ral f
eedb
ack
is g
iven
dur
ing
lear
ning
; te
ache
rs m
ake
refe
renc
e to
suc
cess
es
and
area
s fo
r im
prov
emen
t whi
ch
child
ren
can
addr
ess
imm
edia
tely
. Th
e fe
atur
es o
f effe
ctiv
e, c
onst
ruct
ive
feed
back
are
exp
licitl
y ta
ught
and
m
odel
led
so th
at c
hild
ren
can
adop
t the
m
in p
eer a
nd s
elf-a
sses
smen
t.
In fe
edba
ck, s
peci
fic li
nks
are
mad
e be
twee
n th
e su
cces
s of
writ
ing
outc
omes
an
d th
e pr
oces
ses
that
hav
e le
d to
the
writ
ing,
e.g
. tal
k, c
olla
bora
tion,
crit
ical
re
spon
se e
tc.
Chi
ldre
n w
ork
with
eac
h ot
her a
nd th
e te
ache
r to
defin
e su
cces
s cr
iteria
aga
inst
w
hich
they
will
eva
luat
e th
eir l
earn
ing.
S
peci
fic fe
edba
ck, a
gain
st s
ucce
ss
crite
ria, i
s gi
ven
on th
e w
ritin
g pr
oces
s -
talk
, col
labo
ratio
n, c
ritic
al re
spon
se e
tc. -
as
wel
l as
on th
e ou
tcom
e.
Out
com
es s
omet
imes
take
the
form
of
visu
al te
xts,
pre
sent
atio
ns, p
erfo
rman
ces
etc.
The
se a
re a
sses
sed
agai
nst s
ucce
ss
crite
ria in
the
sam
e w
ay th
at a
writ
ten
outc
ome
wou
ld b
e.
11
Writ
ing
The
Teac
hing
Seq
uenc
e fo
r Writ
ing
- sch
ool s
elf-e
valu
atio
n gr
id
Focu
sing
D
evel
opin
g
Esta
blis
hing
Enha
ncin
g
The
scho
ol h
as a
n ag
reed
pla
nnin
g fo
rmat
for l
itera
cy
Teac
hers
writ
e th
eir o
wn
plan
s fo
r lit
erac
y, u
sing
Nat
iona
l Lite
racy
Stra
tegy
ob
ject
ives
. Le
arni
ng o
bjec
tives
are
sha
red
with
the
child
ren
at th
e be
ginn
ing
of e
ach
less
on.
Shar
ed re
adin
g an
d w
ritin
g ar
e us
ed to
de
mon
stra
te th
e sk
ills th
at c
hild
ren
will
ap
ply
in th
eir t
asks
. C
hild
ren
shar
e th
e w
ork
that
they
hav
e do
ne in
a p
lena
ry a
t the
end
of e
very
le
sson
.
Teac
hers
use
Nat
iona
l Lite
racy
Stra
tegy
m
ediu
m te
rm p
lans
as
a fra
mew
ork
for
plan
ning
a s
erie
s of
less
ons
(a u
nit)
whi
ch fo
cus
on a
spe
cific
text
type
. W
ork
at th
e be
ginn
ing
of a
uni
t cen
tres
on th
e de
velo
pmen
t of r
eadi
ng a
nd te
xt
anal
ysis
ski
lls.
The
child
ren
prod
uce
writ
ten
outc
omes
w
hich
are
rela
ted
to th
eir r
eadi
ng.
Sent
ence
leve
l obj
ectiv
es a
re ta
ught
with
re
fere
nce
to th
e te
xt ty
pe b
eing
stu
died
w
here
app
ropr
iate
.
Teac
hers
sel
ect o
bjec
tives
whi
ch w
ill h
elp
child
ren
to a
chie
ve a
qua
lity
piec
e of
w
ritin
g ov
er th
e co
urse
of a
uni
t.
Suc
cess
crit
eria
and
inte
nded
lear
ning
ou
tcom
es fo
r a w
hole
uni
t are
sha
red
at
the
begi
nnin
g of
the
unit.
The
se a
re
unde
rsto
od b
y ch
ildre
n an
d pr
ogre
ss
tow
ards
them
is re
view
ed re
gula
rly o
ver
the
cour
se o
f the
uni
t. Te
ache
rs u
se ta
lk to
mak
e ex
plic
it lin
ks
betw
een
read
ing
and
writ
ing.
For
ex
ampl
e, th
roug
h th
e us
e of
dra
ma
and
role
pla
y.
Ther
e ar
e re
gula
r opp
ortu
nitie
s fo
r ch
ildre
n to
sha
re th
eir w
ork
with
a
spec
ific
audi
ence
. The
aud
ienc
e so
met
imes
ext
ends
bey
ond
the
imm
edia
te s
choo
l com
mun
ity.
Suc
cess
crit
eria
for e
ach
unit
are
esta
blis
hed
with
chi
ldre
n by
refe
renc
e to
cr
itica
l eng
agem
ent w
ith te
xts.
W
ork
in th
e fir
st p
art o
f eac
h un
it bu
ilds
child
ren'
s un
ders
tand
ing
of te
xts
thro
ugh
a ra
nge
of p
ract
ical
exp
erie
nces
. W
ork
in th
e se
cond
par
t of a
uni
t allo
ws
child
ren
to a
pply
thei
r und
erst
andi
ng o
f te
xts
to a
chie
ve a
pur
pose
ful o
utco
me
for
a sp
ecifi
c au
dien
ce.
Uni
ts o
f wor
k do
not
alw
ays
lead
to a
w
ritte
n ou
tcom
e. T
each
ers
plan
op
portu
nitie
s fo
r chi
ldre
n to
pro
duce
pe
rform
ance
s, p
rese
ntat
ions
and
vis
ual
text
s as
out
com
es o
f som
e un
its w
here
th
is h
elps
them
to a
chie
ve th
e su
cces
s cr
iteria
.
12
Analysing Data
Identify strengths and areas for development using national, local authority
and school data e.g. PANDA, Fischer Family Trust, School Information
Profile, OFSTED Reports.
Use SATs and optional tests to identify patterns and trends of attainment
for cohorts, classes, groups and individuals.
Use assessment data to track progress of different groups over time e.g.
brick wall tracker.
Identify subject specific strengths and areas for development through
question level analysis e.g. PAT and Lancashire Analysis Grids (see website).
Use information to inform the action and set curricular targets.
13
Prim
ary
Scho
ol -
Targ
ets
Trac
ker
Subj
ect/a
spec
t:
Rea
ding
Year
gro
up/c
ohor
t:
Y6
P7
P8
1 2
3C
3B
3A
4C
4B
4A
5C
5B
5A
Y5
P7
P8
1 2C
2B
2A
3C
3B
3A
(Tar
get l
evel
fo
r FLS
)
4C
4B
4A
5C
Y4
P6
P7
P8
1 2C
2B
2A
FLS
In Y
5
3C
FLS
In Y
5
3B
3A
4C
4B
4A
5
Y3
P6
P7
P8
1C
1B
1A
2C
2B
2A
3C
3B
3A
4C
Y2
P5
P6
P7
P8
1C
1B
1A
Y3L
S in
Y3
2C
Y3L
S in
Y3
2B
2A
3C
3B
3A
4
Y1
P4
P5
P6
P7
P8
1C
1B
1A
2C
2B
2A
3C
R
P3
PIP
S
ILS
in Y
1
FS
P 1-
3
ILS/
ELS
in Y
1
FS
P 4-
7
ELG
s
FS
P 8-
9
14
Prim
ary
Scho
ol -
Targ
ets
Trac
ker
Subj
ect/a
spec
t:
Writ
ing
Y
ear g
roup
/coh
ort:
Y6
P7
P8
1 2
3C
3B
3A
4C
4B
4A
5C
5B
5A
Y5
P7
P8
1 2C
2B
2A
3C
3B
3A
(Tar
get l
evel
fo
r FLS
)
4C
4B
4A
5C
Y4
P6
P7
P8
1 2C
2B
2A
FLS
In Y
5
3C
FLS
In Y
5
3B
3A
4C
4B
4A
5
Y3
P6
P7
P8
1C
1B
1A
2C
2B
2A
3C
3B
3A
4C
Y2
P5
P6
P7
P8
1C
1B
1A
Y3L
S in
Y3
2C
Y3L
S in
Y3
2B
2A
3C
3B
3A
4
Y1
P4
P5
P6
P7
P8
1C
1B
1A
2C
2B
2A
3C
R
P3
PIP
S
ILS
in Y
1
FS
P 1-
3
ILS/
ELS
in Y
1
FS
P 4-
7
ELG
s
FS
P 8-
9
15
The Process of Layering Curricular Targets for Reading and Writing
1 Review progress against targets
•Teachers and children assess and record progress against the targets. •Teachers and the leadership term review individual progress against targets and record information on the school tracking system.
‘I can’ statements are most useful when linked to knowledge-based
Link curricular target to learning and teaching •Teachers identify subject-specific knowledge related to that target •Professional development at staff meetings identifies progression through the school in this aspect of subject-specific knowledge. •Teachers identify, from their medium-term plans, when they would teach the relevant literacy or mathematics to enable the children to meet their target. They would include opportunities for children to consolidate and apply this knowledge across the curriculum. •Teachers identify when, in their half-termly plans, they will focus on assessing progress towards the target. •Targets are shared with children in class.
Assign year-group curricular target For Example, for year 5: •‘Interest the reader by writing complex sentences to show a relationship between ideas.’
1
Set whole-school curricular target (based on analysis of NAA (QCA) tests, work scrutiny, discussions with children). For example:
•‘Children need to develop their abilities to apply grammatical skills to improve the purpose and organisation of their writing.’
Differentiate the year-group target into targets for different groups using languageaccessible for children (based on teacher’s specific knowledge of the class and individuals). •‘I can vary the pace of my writing by using a variety of simple and complex sentences’ (about age-related expectations). •I can use conjunctions found in shared reading to join ideas in writing, e.g. although, since, whenever’ (age-related expectations). •‘I can use simple linking words to make some complex sentences, e.g. when, because’ (below age-related expectations). Note: Curricular targets should be personalised for children with diverse needs.
16
Monitoring Planning The following need to be considered when monitoring medium and short term planning.
» Do medium term plans inform short term plans? » Do the plans show coverage and progression? » Are all the genres covered? » Are school/class targets given appropriate focus in the plans? » Is there clear planning for each part of the lesson? » Are the objectives made explicit? » Are the learning outcomes clear? » Is the unit outcome stated? » Is there differentiation? » Do independent tasks link to the main lesson objective? » What resources are identified? » Are there key points for the plenary? » Is homework set and linked to the week’s objectives? » Is the teaching sequence from reading to writing evident? » Is there a sound balance between reading and writing? » Is there a daily phonics session in Reception and Year 1? » Are appropriate sessions allocated for the teaching of spelling? » How are guided groups planned for? » Is there consistency in planning between year groups/classes? » Is there evidence of assessment for learning?
17
C
lass
Te
achi
ng
Seq
uenc
e O
bjec
tives
le
d O
utco
mes
st
ated
Gen
res
mat
ched
to
the
NLS
ra
nge
S
peak
ing
and
List
enin
g
ICT
Link
s
Fo
cuse
d gu
ided
se
ssio
ns
C
ross
-cu
rricu
lar
links
Ind.
Act
s lin
ked
to
shar
ed/
guid
ed
wor
k.
D
iffer
ent-
iatio
n
P
lena
ry
A
dditi
onal
ad
ults
A
FL
OOVV
EERR
VVII EE
WW OO
FF PP
LL AANN
NNII NN
GG
18
Foun
datio
n St
age
Plan
ning
Cla
ss__
____
____
____
_ D
oes
the
plan
…
Sta
te th
e ob
ject
ives
? S
tate
the
links
to th
e E
LGs?
Iden
tify
daily
pho
nics
ses
sion
s?
Spe
cify
the
text
(s) f
or re
adin
g an
d th
e ou
tcom
es fo
r writ
ing?
Indi
cate
the
spea
king
and
lis
teni
ng fo
cus/
talk
for w
ritin
g?
Sup
port
lear
ning
thro
ugh
ICT
Indi
cate
opp
ortu
nitie
s fo
r em
erge
nt w
ritin
g?
Indi
cate
adu
lt an
d ch
ild in
itiat
ed
activ
ities
?
19
Book Sampling
Book sampling should include written work in books, folders, portfolios and other curricular areas. Questions to consider: » Are there trends across all year groups which show one aspect
which needs addressing – either through INSET or CPD? » Is there a specific issue in one year group? » Are all relevant genres covered? » Is there evidence of extended writing? » Is there an appropriate use of worksheets? » Is there evidence of a variety of activities – word, sentence,
text level? » Is useful and relevant feedback given to the children? » Does feedback focus on strengths and areas for development
linked to the learning objective? » Is reference made to children’s/class/group targets?
20
Ye
ar/
Cla
ss
Is th
e w
ork
in
line/
belo
w/
abov
e na
tiona
l ex
pect
atio
ns?
Is th
ere
evid
ence
of
prog
ress
?
Doe
s th
e w
ritin
g re
flect
the
reco
mm
ende
d ra
nge
of te
xt
form
s?
Is th
ere
evid
ence
of t
he
diffe
rent
sta
ges
of th
e w
ritin
g pr
oces
s?
Is th
ere
evid
ence
of
sust
aine
d in
depe
nden
t w
ritin
g?
Is th
ere
evid
ence
of
emer
gent
w
ritin
g?
Is th
ere
evid
ence
of
appl
icat
ion
of
age
rela
ted
skill
s?
Are
wor
kshe
ets/
sc
hem
es u
sed
appr
opria
tely
?
Is th
e w
ork
pres
ente
d w
ell?
Doe
s m
arki
ng
indi
cate
nex
t st
eps
for
lear
ning
?
Boo
k Sa
mpl
ing
21
The Child’s View
It is important to consider pupils’ perceptions of their learning. The following reading and
writing prompts could be used as a basis for informal discussion questionnaires.
These should be selected and re-phrased for the appropriate age group and level of
understanding. The children should be encouraged to give honest answers and assured
there are no right/wrong answers.
Improving writing pupil discussion prompts:
1. Do you enjoy writing? Why? Why not? (This question is a useful way of finding out
what children think writing is.)
2. Who do you write for, and why? (This question will show the audiences and purposes
that children are given for their writing.)
3. Are there any types of writing that you are better at than others?
4. What does your teacher do to help you to become a better writer? (Explore what the
children say about demonstration, guided work and feedback for next steps in
learning)
5. What do you do to get ready for a piece of writing? (This question will investigate the
teacher’s use of the teaching sequence for writing, talk for writing, drama etc.)
6. How do you develop a piece of writing across a period of time? (It would be useful to
ask children to show you examples of writing in progress that demonstrates planning,
editing, improving etc.)
7. How do you use reading to support your writing? (This question will investigate the
clarity of the teaching sequence and opportunities for text analysis)
8. Can you tell me about some reading that you have done and how it has helped you
with a piece of writing?
9. Can you show me how you use your skills as a writer across the curriculum?
10. How do you know when you have done a good piece of writing? (Explore teacher
feedback and peer/self-assessment)
22
Reading pupil discussion prompts:
1. What is your reading target?
2. How do you know what your target is? In books? Displayed on wall in classroom?
3. Does your teacher mention your target in Literacy lessons?
4. What reading do you do at school each day?
5. What types of reading have you done recently? (including cross-curricular)
6. How do you feel about reading? Do you think you are good at it?
7. What makes a good reader?
8. Do you like reading in a group or on your own?
9. What can make things difficult for you to read?
10. Tell me about some reading you really enjoyed and why?
11. What do you enjoy about reading?
12. What things do you dislike about reading?
13. What does your teacher like about your reading?
14. How does your teacher help you to read?
15. How do your teachers help you to improve your reading?
16. What could you do to improve your reading?
17. Does anyone at home help you with your reading?
18. Do you use a computer to find information?
23
Ear
ly re
adin
g le
arni
ng e
nviro
nmen
t che
cklis
t P
rovi
ding
a ra
nge
of q
ualit
y lit
erac
y ex
perie
nces
and
a p
rint-r
ich
phys
ical
env
ironm
ent i
s an
impo
rtant
fact
or in
the
faci
litat
ion
and
supp
ort o
f lite
racy
lear
ning
. It m
ay
be u
sefu
l to
revi
ew th
e le
arni
ng e
nviro
nmen
t usi
ng th
e fo
llow
ing
guid
elin
es.
In
pl
ace
Are
a fo
r de
velo
pmen
t C
omm
ents
Envi
ronm
enta
l prin
t: le
tters
and
wor
ds
• Is
the
setti
ng b
right
, wel
l org
anis
ed a
nd in
vitin
g to
wal
k in
to?
• Ar
e re
sour
ces
and
wor
king
are
as c
lear
ly la
belle
d?
• D
o th
e re
sour
ces
refle
ct th
e ra
nge
of fa
mili
es a
nd c
ultu
res
in B
ritai
n?
• A
re c
hild
ren’
s na
mes
and
hig
h-fre
quen
cy w
ords
dis
play
ed a
t chi
ld h
eigh
t?
• A
re g
reet
ings
/day
s of
the
wee
k di
spla
yed
in E
nglis
h an
d ot
her l
angu
ages
and
scr
ipts
? •
Is th
ere
an a
ttrac
tive
pict
oria
l alp
habe
t frie
ze d
ispl
ayed
at c
hild
hei
ght?
•
Are
poe
ms,
son
gs, c
hild
ren’
s w
ritin
g an
d ex
tract
s fro
m s
hare
d te
xts
disp
laye
d?
• D
o di
spla
ys in
clud
e ty
ped
and
hand
writ
ten
text
? •
Doe
s th
e te
ache
r rea
d an
d re
fer t
o th
e pr
int t
hat i
s di
spla
yed
arou
nd th
e se
tting
? •
Do
disp
lays
incl
ude
type
d an
d ha
ndw
ritte
n te
xt a
nd c
aptio
ns fr
om a
dults
and
chi
ldre
n?
• Ar
e ch
ildre
n en
cour
aged
and
sup
porte
d to
‘rea
d ar
ound
the
room
’?
Opp
ortu
nitie
s fo
r chi
ldre
n to
read
inde
pend
ently
and
for a
dults
to re
ad w
ith c
hild
ren
• D
oes
read
ing
and
writ
ing
happ
en in
side
and
out
door
s?
• D
o ad
ults
read
to th
e ch
ildre
n m
ost d
ays?
•
Are
ther
e ar
e lo
ts o
f opp
ortu
nitie
s to
hea
r, si
ng a
nd d
iscu
ss rh
ymes
? •
Is th
e bi
g bo
ok s
tand
eas
ily s
een
by a
ll ch
ildre
n du
ring
shar
ed re
adin
g?
• D
o ch
ildre
n ta
ke a
n ac
tive
role
in g
roup
, sha
red
and
guid
ed re
adin
g?
• Ar
e ch
ildre
n bu
ildin
g a
good
ban
k of
kno
wn
text
s?
Boo
ks a
nd li
tera
cy a
reas
•
Do
the
book
s in
the
book
cor
ner m
atch
the
need
s an
d in
tere
sts
of th
e ch
ildre
n?
• A
re th
e bo
oks
of a
ppro
pria
te q
ualit
y, q
uant
ity a
nd v
arie
ty (h
ard
cove
r, so
ft co
ver,
fictio
n, n
on-
fictio
n, rh
ymes
…)?
•
Are
big
book
s, fa
vour
ite a
nd n
ew b
ooks
and
pho
nics
gam
es a
vaila
ble
for i
ndep
ende
nt u
se?
• Ar
e bo
oks
incl
uded
in d
ispl
ays
and
avai
labl
e re
sour
ces
rela
ted
to a
reas
of l
earn
ing
othe
r tha
n co
mm
unic
atio
n, la
ngua
ge a
nd li
tera
cy?
• A
re b
ooks
for g
uide
d re
adin
g id
entif
ied
and
orga
nise
d w
ith re
fere
nce
to B
ook
band
s (o
r an
othe
r sys
tem
of f
ine
grad
ing)
? •
Are
ther
e en
ough
gui
ded
read
ing
reso
urce
s to
mee
t the
nee
ds o
f Rec
eptio
n (2
0–30
title
s ar
e lik
ely
to b
e ne
eded
at B
ook
band
Pin
k le
vel)?
•
Do
the
book
s ha
ve re
gula
r pre
dict
able
stru
ctur
e th
at m
atch
es th
e illu
stra
tions
? •
Do
they
hav
e re
petit
ive
pred
icta
ble
text
that
incl
udes
repe
titio
n of
hig
h-fre
quen
cy w
ords
? •
For s
hare
d re
adin
g, is
the
type
and
pag
e la
yout
sim
ple
and
clea
r so
child
ren
can
isol
ate
know
n hi
gh-fr
eque
ncy
wor
ds?
• A
re th
e te
xts
shor
t eno
ugh
to b
e co
mpl
eted
in a
10–
15-m
inut
e sh
ared
read
ing
sess
ion?
24
In
pl
ace
Are
a fo
r de
velo
pmen
t C
omm
ents
Early
writ
ing
• D
o ch
ildre
n se
e ad
ults
read
ing
and
writ
ing
for d
iffer
ent p
urpo
ses
and
in d
iffer
ent c
onte
xts?
•
Is th
ere
an a
ppea
ling
writ
ing
area
that
incl
udes
writ
ing
mat
eria
ls, h
igh-
frequ
ency
wor
d ca
rds,
in
tera
ctiv
e di
spla
ys, m
essa
ges,
and
exa
mpl
es o
f chi
ldre
n’s
writ
ing
avai
labl
e fo
r ind
epen
dent
us
e?
• A
re th
ere
lots
of d
iffer
ent r
esou
rces
for w
ritin
g an
d m
ark
mak
ing
such
as
larg
e sh
eets
of
pape
r, bo
ards
, cha
lks,
big
bru
shes
, and
pen
s an
d pa
per?
•
Are
liter
acy
targ
ets
disp
laye
d at
chi
ld h
eigh
t in
child
-frie
ndly
lang
uage
? •
Is th
ere
an in
vitin
g lis
teni
ng p
ost w
ith a
var
iety
of s
torie
s an
d rh
ymes
on
tape
? •
Are
pupp
ets,
pro
ps a
nd s
mal
l wor
ld a
vaila
ble
for r
ole-
play
? •
Do
the
outs
ide
area
and
role
-pla
y ar
ea in
clud
e op
portu
nitie
s fo
r rea
ding
and
writ
ing,
and
hav
e th
ese
been
mod
elle
d by
an
adul
t?
• Is
ther
e en
ough
floo
r spa
ce in
side
and
out
for b
eing
dra
mat
ic a
nd c
reat
ive,
e.g
. act
ing
out
stor
ies,
mak
ing
dens
, wor
king
on
larg
e sh
eets
of p
aper
? •
Are
chi
ldre
n ab
le to
acc
ess
phys
ical
dev
elop
men
t act
iviti
es th
at w
ill b
uild
thei
r fin
e an
d gr
oss
mot
or s
kills
, e.g
. bui
ldin
g w
rist s
treng
th b
y tw
irlin
g rib
bon
stic
ks, p
ract
isin
g w
ritin
g pa
ttern
s w
ith b
ig b
rush
es a
nd w
ater
, mak
ing
lette
rs in
the
sand
? •
Are
ther
e lo
ts o
f opp
ortu
nitie
s to
link
lang
uage
with
phy
sica
l mov
emen
t, e.
g. in
act
ion
song
s an
d rh
ymes
, coo
kery
, gar
deni
ng?
• D
o ch
ildre
n ha
ve a
cces
s to
a c
ompu
ter a
nd a
re th
ere
suita
ble
read
ing
and
writ
ing
softw
are
prog
ram
s in
use
? •
If th
ere
is a
n in
tera
ctiv
e w
hite
boar
d, is
it a
cces
sibl
e to
chi
ldre
n an
d ar
e th
ey ta
ught
how
it is
us
ed?
Res
ourc
es fo
r pho
nics
teac
hing
•
Are
ther
e su
ffici
ent r
esou
rces
for c
hild
ren,
incl
udin
g w
hite
boar
ds a
nd p
ens,
lette
r fan
s (o
ne
each
), an
d Y
es/N
o ca
rds?
•
Do
the
teac
her r
esou
rces
incl
ude
pupp
ets
for d
emon
stra
tion,
larg
e cl
early
vis
ible
whi
tebo
ard,
st
icky
not
es, c
ards
of e
ach
phon
eme,
mag
netic
lette
rs, a
nd c
ards
for g
ames
and
act
iviti
es?
• D
oes
the
prac
titio
ner h
ave
a w
ell-o
rgan
ised
sel
ectio
n of
pho
nics
reso
urce
s to
dra
w o
n (fa
ns,
min
i-whi
tebo
ards
, etc
.) fo
r dire
ct te
achi
ng s
essi
ons?
25
Effective Learning Environment Checklist
Focus Area Desirable Elements Assessment Evidence
• Objectives displayed and discussed
• Key questions displayed and used in lesson starts and plenary (what? why? how? when?)
• Key questions and prompts available to support children's talking and thinking about learning
• Use of e.g. KWL grid or brainstorming or key questions to trigger prior knowledge
• Curriculum displays include
Sharing Objectives and Reviewing
Learning
• statements and questions to highlight key learning points
• Key Literacy and Numeracy targets are displayed
• Classroom displays, visual
Curricular Targets • prompts and resources
support key curricular target focuses e.g. –structural organisers -thinking strategies
• Key words/ technical vocabulary displayed for a variety of curriculum areas
• Vocabulary referred to and
used within teaching
• Definition of words discussed with pupils
Vocabulary
• Collections of words or phrases to support key writing forms e.g. Post-Its, cards, pocket charts
• Positive affirmations are displayed in the classroom and referred to regularly
• The teacher actively fosters positive attitudes and behaviours
Positive Affirmations
• Successes are celebrated
26
LITERACY LESSON OBSERVATION FORM
School Year Groups No. of Pupils
Additional Adults Observation Time
Context
Pupil grouping / set. Number of percentage of EAL pupils / pupils with statements of SEN / pupils on SEN Register (where significant). Has the planning been completed for each section of the hour – including the plenary? Is planning available?
TEACHING RESPONSE Whole Class Session
Is objective shared and discussed? Are success criteria identified? Effective management of the whole class? Explicit modelling of reading and writing strategies? Good quality questions / prompts? Are there opportunities for speaking and listening? Is session interactive?
Where used, does ICT enhance teaching and learning?
Evidence of pupils’: - interest and motivation? - involvement and enjoyment? - listening to teachers / pupils? - generating ideas? - confidence? - quality of behaviour? - paired discussion?
Guided Reading/Writing
Grouping by ability successful? Objectives shared with group? Texts and tasks closely matched to pupils’ needs? Session has an appropriate sequence (e.g. introduction/strategy check/independent reading/writing/ return to the text/follow-up work)? Extent and quality of literacy instruction? Balance of teacher and pupil talk? Reading and writing strategies made explicit? Teacher makes use of opportunities for assessment?
Group and Independent Work Are objectives clear?
Overall quality of the tasks? Activities linked to shared/guided text work? Effectiveness of classroom routines and organisation? Do activities support independent learning?
Evidence of pupils’: - independence? - taking of responsibility? - familiarity with routines? - remaining on task?
Plenary
Plenary takes place and is of suitable length? Teaching points effectively revisited? Opportunity for genuine reflection on learning? Teacher provided appropriate feedback? Teacher creates opportunities for assessment? Plenary leads into next sessions (e.g. new targets, homework)?
Evidence of pupils’: - eagerness to present work/ ideas? - level of maturity/responsibility? - willingness to reflect on learning?
Overall
Level of teacher’s subject knowledge and confidence? Use of time – percentage of time teacher spends in direct teaching? Teacher’s expectations of pupils’ literacy appropriate and challenging? Links between reading and writing? Links with other areas of the curriculum including ICT? Use and impact of support staff and other adults?
Advice Pupils’ attainment in relation to appropriate, age-related expectations? What pupils’ know, understand and can do in reading, writing and speaking and listening? Any significant variation linked to groups (boys, EAL, etc)?
Progress Pupils’ acquisition and consolidation of knowledge, skills and understanding during observation period? Gains in knowledge and understanding in reading, writing and oracy in relation to prior ability (SEN & IEPs, more able pupils)? Progress in relation to recent work, extension of prior learning?
27
LITERACY LESSON OBSERVATION FORM
School Year Groups No. of Pupils
Additional Adults Observation Time
Context
TEACHING RESPONSE Whole Class Session
Where used, does ICT enhance teaching and learning?
Guided Reading/Writing
Group and Independent Work
Plenary
Overall
Advice
Progress
28
Foundation Stage Observation Checklist This checklist is designed to support the observation of provision for developing Communication, Language and Literacy in the Foundation Stage. It may be used during full literacy lessons or, to observe different elements of provision.
School Class Number of children
Additional adults Observation Mixed aged class?
Context: Pupil grouping. Number of EAL children. Number of boys/girls. Pupils with SEN. How well does planning relate to The Curriculum Guidance for the Foundation Stage/ NLS Framework? Use of additional adults.
Teaching Learning Whole Class Shared Text Work/Sentence Level Work Clear focus for shared reading/writing – objectives explained clearly. Suitable choice of text made relevant to children. Session lively and of suitable length. Successful modelling and demonstration of reading strategies/phonics. Use of modelled/shared/supported writing. Children encouraged to recall/apply phonics/sentence level knowledge Appropriate use of ICT Effective questioning/prompts which probe for understanding. Use of interactive strategies e.g. paired talk, white boards, role play, oral rehearsal before writing etc Explicit links to children’s prior experience. Additional adults prompt, explain and support when necessary.
Whole Class or Group Word Level Work Activities relate to a structured approach to the teaching of phonics (see evidence in planning). Lively, interactive session e.g. use of white boards, use of objects to reinforce letters and sounds, paired talk or partner work etc Activities teach blending/segmenting/letter recognition. Children can access alphabet strips/displays during session. Appropriate use of ICT e.g. for demonstration linked to activities. Effective use of additional adults.
29
Foundation Stage Observation Checklist (cont.)
Independent Activities A variety of activities are provided which relate to shared text work or word level work e.g. role play based on the text, use of puppets, story/poetry boxes, games related to phonics work. Suitable adult directed/supported tasks. Effective use of additional adults. Suitable child initiated tasks e.g. emergent writing area, reading area, play activities designed to reinforce phonics work. Outdoor activities designed to link to the development of reading and writing skills. ICT activities link to the development of literacy skills. Display and classroom prompts encourage independence and children make use of these. Activities designed to develop speaking and listening.
Guided Reading/Writing Children grouped by learning need. Task matched to children’s needs/ability. Clear focus for guided reading and guided talking. Clear focus for guided writing. Writing tasks linked to shared session or to children’s need. Tasks appropriately differentiated and scaffolded. Scaffolding aids provided. Sufficient opportunity for collaborative work. Opportunities for assessment used effectively.
Plenary Teaching points/objectives effectively revisited. Children encouraged to reflect on their learning and to discuss what they have learnt. Interactive strategies used to return to/reinforce objectives. Effective prompting and feedback provided. Opportunities for assessment evident and used well.
Overall Level of teacher’s subject knowledge/confidence. Effective use of resources. Classroom environment supports learning. Pace of delivery/lesson. High expectations. Attainment in relation to age appropriate expectations. Progress of children in relation to:
• Prior knowledge • Acquisition/consolidation of knowledge, skills and
understanding.
30
Guided Reading Observation Form – Key Stage 1
Year Group/s_________ Teacher____________________
Generic Sequence Observations
1. Book introduction
Are pupils asked to: • Comment on their prior knowledge of the
topic/similar books? • Make predictions? • Flick through the book and look at the pictures?
2. Strategy check
When asked ‘What could you do if you get stuck on a word?’ do the children: • suggest different strategies (e.g. read on to the
end of the sentence, re run the sentence, look at the first and last letters, etc)?
Are the children given questions/prompts to focus their independent reading, e.g. ‘read the next page to yourself and find out how Hansel and Gretel trick the witch’?
3. Independent reading
Do the children: • read to themselves, at their own pace (silently or
using a ‘private voice’) ? Does the adult: • give some or all pupils in the group some
focused attention to monitor accuracy, fluency and comprehension?
4. Returning to the text - discussion
Does the adult: • Return to the original comprehension question,
e.g. ‘So how did Hansel and Gretel trick the witch?’
• Discuss with the children, elements which may require clarification?
• Give specific praise and feedback? • Revisit the key objective?
5. Re reading and follow up
Are the children • encouraged to re read the text – to another child,
or to a parent? • Encouraged to find other similar books? • Left feeling positive about themselves as
readers?
Additional comments Does the plan: • Identify group, text and specific reading objective for each group?
31
Guided Reading Observation Form – Key Stage 1
Year Group/s_________ Teacher____________________
Generic Sequence Observations
1. Book introduction
2. Strategy check
3. Independent reading
4. Returning to the text - discussion
5. Re reading and follow up
Additional comments
32
Guided Reading Observation Form – Key Stage 2
Year Group/s_________ Teacher____________________
Generic Sequence Observations
1. Book introduction (or recap)
Are pupils asked to: • Comment on their prior knowledge of the
topic/author/similar books? • Make predictions about the content? • Share thoughts/responses to a previously set task (if
reading a book over a series of sessions)?
2. Strategy check
When asked by the adult ‘What could you do if you get stuck on a word/aren’t sure what the author’s saying?’, are the children able to: • suggest a range of strategies (e.g. read on to the end
of the sentence, re run the sentence, look at the prefixes and suffixes)?
Is the reading objective shared with the children?
3. Independent reading
Do the children: • read to themselves, at their own pace (silently or
using a ‘private voice’) ? Does the adult: • give some or all pupils in the group some focused
attention to monitor accuracy, fluency and comprehension?
4. Returning to the text – discussion
Does the adult: • identify, and discuss with the children, elements which
may require clarification? • Promote pupil interaction, e.g. discussion in pairs,
group discussion where pupils build on contributions of others?
• Revisit the key objective and exemplify through teacher modelling/peer demonstration?
5. Response
Does the adult: • Use a variety of teaching strategies to engage all
learners in responding to texts, e.g. drama techniques such as hot seating, written responses in reading journals?
• Listen and respond to children’s responses?
6. Next Steps
Does the adult make a link into other sessions by asking the children to: • Revisit the text (e.g. re-read for homework, respond to
it in their reading journal)? • Undertake further reading in preparation for the next
GR session? Is the learning objective reinforced?
Additional comments Does the plan: • Identify group, text and specific reading objective for each group?
33
Guided Reading Observation Form – Key Stage 2
Year Group/s_________ Teacher____________________
Generic Sequence Observations
1. Book introduction (or recap)
2. Strategy check
3. Independent reading
4. Returning to the text – discussion
5. Response
6. Next Steps
Additional comments
34
AAUUDDIITT OOFF SSTTAAFFFF LLIITTEERRAACCYY SSKKIILLLLSS Name: Year Group Date:
PRIORITY AREAS FOR PROFESSIONAL DEVELOPMENT Tick boxes but also add comments to help the subject leader plan professional development.
ASPECTS OF LITERACY
Confident / good understanding
Fairly confident but would like more
support Need more training /
advice
Shared reading
Shared writing
Differentiated independent activities
Guided reading
Guided writing
The plenary session – using it to review learning objectives
Extended writing
Narrative
Non narrative
Phonics
35
ASPECTS OF LITERACY
Confident / good understanding
Fairly confident but would like more
support Need more training /
advice
Spelling
ICT and Literacy
Literacy across the curriculum
Differentiation – catering for individual needs (SEN, More Able)
Developing Early Writing Book
Grammar – Including Grammar for Writing Book
Intervention Strategies (ALS, ELS, FLS, ILS, Booster, Y3LS)
Planning
Target Setting
Speaking and Listening - speaking - listening - group discussion and interaction - drama
AFL
36
Lite
racy
Act
ion
Plan
LEA
Num
ber
Scho
ol N
ame
Scho
ol a
ddre
ss a
nd p
hone
num
ber
Adv
iser
H
eadt
each
er
Subj
ect L
eade
r E-
Mai
l
W
hole
Sch
ool I
mpr
ovem
ent A
rea
Rea
ding
W
ritin
g
O
bjec
tive
Act
ion
Pers
onne
l Su
cces
s cr
iteria
M
onito
ring
Prog
ress
ag
ains
t ob
ject
ives
Eval
uatio
n R
esou
rces
/ C
osts
Term
1
Term
2
Term
3
IN
SET
Nee
ds
37
Literacy Year Planner
Month Audit/action plan
Audit and order
resources
Planning Monitored
Book Sampling
Classroom Observation
INSET Opportunities
Other activities (e.g. walkthrough,
pupil interviews,
learning environment
audit)
September
October
November
December
January
February
March
April
May
June
July
August
38
Subj
ect L
eade
r yea
rly p
lann
er –
Rai
sing
sta
ndar
ds s
trat
egy
pack
age
Th
e pl
anne
r ide
ntifi
es th
e ke
y ta
sks
of a
sub
ject
lead
er. M
any
of th
ese
task
s w
ill b
e ca
rrie
d ou
t tog
ethe
r with
oth
er s
taff
Su
mm
er te
rm
Aut
umn
term
Sp
ring
term
Su
mm
er T
erm
A
cade
mic
yea
r/s:
A
pril
– m
id M
ay
May
– e
nd J
uly
Sept
– m
id O
ct
Oct
– e
nd D
ec
Jan
– m
id F
eb
Feb
– A
pril
Apr
il –
mid
May
M
ay –
end
Jul
y A
uditi
ng &
act
ion
plan
ning
; set
ting
prio
ritie
s
‘M
ini’
audi
t of l
itera
cy.
Mee
t with
HT/
DH
T to
id
entif
y ke
y pr
iorit
ies
- fro
m d
ata
anal
ysis
A
gree
with
he
adte
ache
r CPD
pr
ogra
mm
e/
coor
dina
tor s
uppo
rt
for c
omin
g ac
adem
ic y
ear
base
d on
the
min
i au
dit.
W
alk
thro
ugh
to
mon
itor e
.g.:
use
of in
tera
ctiv
e di
spla
ys;
shar
ing
obje
ctiv
es..
Mid
yea
r rev
iew
of
actio
n pl
an
prio
ritie
s. A
djus
t pl
an in
the
light
of
feed
back
from
m
onito
ring
of
teac
hing
and
le
arni
ng.
Wal
k th
roug
h to
m
onito
r e.g
.: us
e of
inte
ract
ive
disp
lays
; su
c ce
ss c
riter
ia…
.
Sta
ff sk
ills
audi
t
Ana
lysi
s of
dat
a an
d w
ork
scru
tiny;
C
urric
ular
and
nu
mer
ical
targ
et
setti
ng
Ana
lyse
out
com
es o
f en
d of
KS
1, K
S2
and
optio
nal t
ests
. E
nsur
e te
ache
rs
mak
e as
sess
men
ts
agai
nst k
ey o
bjec
tives
an
d pa
ss o
n to
nex
t ye
ar g
roup
. E
nsur
e al
l rel
evan
t as
sess
men
t and
test
da
ta h
as b
een
pass
ed
on to
cla
ss te
ache
rs
and
othe
r rel
evan
t st
aff e
.g. t
he S
EN
CO
, A
sses
smen
t Co.
S
et w
hole
sch
ool/y
ear
grou
p cu
rric
ular
ta
rget
s fo
r firs
t hal
f te
rm a
s a
resu
lt of
an
alys
is a
nd a
udit.
Agr
ee p
roce
dure
s fo
r m
onito
ring
child
ren’
s pr
ogre
ss a
cros
s th
e te
rm/y
ear e
.g. b
rick
wal
l E
nsur
e te
ache
rs h
ave
iden
tifie
d an
d di
spla
yed
curri
cula
r tar
gets
in k
ey
area
s fo
r eac
h ye
ar
grou
p. T
each
ers
to h
ave
an in
tera
ctiv
e di
spla
y to
pr
omot
e cu
rric
ular
ta
rget
s E
nsur
e th
ese
are
refle
cted
in m
ediu
m a
nd
shor
t ter
m p
lans
.
Ens
ure
that
ch
ildre
n’s
prog
ress
is
trac
ked
on a
te
rmly
bas
is e
.g.
teac
her
asse
ssm
ents
and
sc
rutin
y of
wor
k as
ap
prop
riate
. Le
velli
ng w
orks
hop
D
iscu
ss w
ith
teac
hers
rev
iew
of
year
gro
up
curri
cula
r tar
gets
S
et w
hole
sc
hool
/yea
r gro
up
curri
cula
r tar
gets
fo
r sec
ond
half
term
as
a re
sult
of
anal
ysis
and
aud
it.
Set
who
le
scho
ol/y
ear g
roup
cu
rricu
lar t
arge
ts
for f
irst h
alf o
f sp
ring
term
B
rick
wal
ls –
mid
ye
ar re
view
Ens
ure
that
ch
ildre
n’s
prog
ress
is
trac
ked
on a
te
rmly
bas
is e
.g.
teac
her
asse
ssm
ents
and
sc
rutin
y of
wor
k as
ap
prop
riate
. D
iscu
ss w
ith
teac
hes
a re
view
of
year
gro
up
curri
cula
r tar
gets
S
et w
hole
sc
hool
/yea
r gro
up
curri
cula
r tar
gets
fo
r sec
ond
half
of
sprin
g te
rm
Set
who
le
scho
ol/y
ear
grou
p cu
rric
ular
ta
rget
s fo
r firs
t ha
lf of
sum
mer
te
rm
.
Ana
lyse
out
com
es
of K
S1
& K
S2
and
op
tiona
l tes
ts.
Ens
ure
teac
hers
m
ake
asse
ssm
ents
ag
ains
t key
ob
ject
ives
. E
nsur
e al
l rel
evan
t as
sess
men
t and
te
st d
ata
has
been
pa
ssed
on
to c
lass
te
ache
rs a
nd o
ther
re
leva
nt s
taff
e.g.
th
e S
EN
CO
C
onsi
der
who
le
scho
ol/y
ear g
roup
cu
rricu
lar t
arge
ts
as a
resu
lt of
an
alys
is a
nd a
udit.
39
A
cade
mic
yea
r/s:
Su
mm
er te
rm
Aut
umn
term
Sp
ring
term
Su
mm
er te
rm
A
pril
– m
id M
ay
May
– e
nd J
uly
Sept
– m
id O
ct
Oct
– e
nd D
ec
Jan
– m
id F
eb
Feb
– A
pril
Apr
il –
mid
May
M
ay –
end
Jul
y
Who
le s
choo
l pl
anni
ng
Ens
ure
med
ium
te
rm p
lans
are
in
plac
e in
all
year
gr
oups
. Sup
port
plan
ning
as
need
ed.
E
nsur
e m
ediu
m te
rm
plan
s ar
e in
pla
ce in
al
l yea
r gro
ups.
S
uppo
rt pl
anni
ng a
s ne
eded
. S
ubje
ct le
ader
to
com
plet
e a
scru
tiny
of
med
ium
and
sho
rt te
rm p
lans
S
uppo
rt te
ache
rs w
ith
the
use
of N
NS
/NLS
un
it pl
ans
Enc
oura
ge te
ache
rs
to c
onsi
der t
erm
ly
mod
ifica
tion
of
med
ium
term
pla
ns.
Ens
ure
med
ium
te
rm p
lans
are
in
plac
e in
all
year
gr
oups
. Sup
port
plan
ning
as
need
ed.
Sub
ject
lead
er to
co
mpl
ete
a sc
rutin
y of
med
ium
and
sh
ort t
erm
pla
ns to
ch
eck
for
diffe
rent
iatio
n an
d id
entif
icat
ion
of
targ
ets.
Enc
oura
ge
teac
hers
to
cons
ider
term
ly
mod
ifica
tion
of
med
ium
term
pl
ans.
Ens
ure
med
ium
te
rm p
lans
are
in
plac
e in
all
year
gr
oups
. Sup
port
plan
ning
as
need
ed.
Ens
ure
that
te
ache
rs c
arry
out
en
d of
yea
r ev
alua
tion
of
med
ium
term
pla
ns
– to
info
rm a
udit
and
actio
n pl
an
Ens
ure
med
ium
te
rm p
lans
are
pa
ssed
to te
ache
r in
nex
t yea
r gro
up
to c
onsi
der w
hat
has
been
taug
ht
and
lear
ned
and
wha
t nee
ds to
be
focu
sed
on n
ext.
Chi
ldre
n id
entif
ied
for
addi
tiona
l sup
port
Rev
iew
chi
ldre
n re
ceiv
ing
addi
tiona
l su
ppor
t – d
iscu
ss
with
e.g
. SE
NC
O,
EM
AG
sta
ff.
Rev
iew
impa
ct o
f in
terv
entio
n pr
ogra
mm
es –
che
ck
scho
ol im
prov
emen
t pl
an in
clud
es c
apac
ity
to d
eliv
er in
terv
entio
n pr
ogra
mm
es d
urin
g ne
xt a
cade
mic
yea
r
Co-
ordi
nato
r sup
ports
he
adte
ache
r in
ensu
ring
reso
urce
s an
d ca
paci
ty to
de
liver
inte
rven
tion
prog
ram
mes
are
in
plac
e. O
rgan
ise
train
ing
as n
eede
d.
Are
as o
f foc
us fo
r in
terv
entio
n gr
oups
de
cide
d ba
sed
on
thor
ough
ana
lysi
s of
da
ta. P
rogr
amm
e de
vise
d.
Chi
ldre
n se
lect
ed fo
r in
terv
entio
n pr
ogra
mm
es.
Trai
ning
for T
As
resp
onsi
ble
for
deliv
erin
g in
terv
entio
n pr
ogra
mm
es.
Ens
ure
scre
enin
g pr
oces
ses
for
addi
tiona
l sup
port
prog
ram
mes
are
in
plac
e.
Impl
emen
tatio
n of
in
terv
entio
n gr
oups
. E
nd o
f hal
f ter
m:
revi
ew im
pact
of
addi
tiona
l sup
port
prog
ram
mes
With
hea
dtea
cher
an
d cl
ass
teac
hers
/TA
s re
view
pro
gres
s of
ch
ildre
n re
ceiv
ing
addi
tiona
l sup
port
R
evie
w im
pact
of
inte
rven
tion
prog
ram
mes
–
chec
k sc
hool
im
prov
emen
t pla
n in
clud
es c
apac
ity to
de
liver
inte
rven
tion
prog
ram
mes
dur
ing
next
aca
dem
ic y
ear
Co-
ordi
nato
r su
ppor
t and
co
ntin
ued
prof
essi
onal
de
velo
pmen
t pr
ogra
mm
e;
Mon
itorin
g of
te
achi
ng a
nd
lear
ning
R
evie
w im
pact
of t
his
year
’s s
uppo
rt an
d C
PD
pro
gram
me.
Agr
ee w
ith
head
teac
her s
peci
fic
CP
D p
rogr
amm
e an
d fo
cus
of s
uppo
rt fo
r th
e ye
ar li
nked
to m
ini
audi
t and
act
ion
plan
A
gree
mon
itorin
g pr
ogra
mm
e w
ith
head
teac
her,
in
acco
rdan
ce w
ith th
e ac
tion
plan
.
Rev
iew
impa
ct o
f th
is y
ear’s
sup
port
and
CP
D
prog
ram
me.
40
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