PPT – CLLD Universal Offer A briefing for Headteachers and CLLD Leads Karen Smith – General Adviser – English (Primary) Michelle Larbey – Primary Strategy Consultant (CLLD) PowerPoint presentation

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CLLD Universal Offer A briefing for Headteachers and CLLD Leads Karen Smith – General Adviser – English (Primary) Michelle Larbey – Primary Strategy Consultant (CLLD)

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Title: CLLD Universal Offer A briefing for Headteachers and CLLD Leads Karen Smith – General Adviser – English (Primary) Michelle Larbey – Primary Strategy Consultant (CLLD)

1
CLLD Universal OfferA briefing for Headteachers
and CLLD Leads Karen Smith General Adviser
English (Primary) Michelle Larbey Primary
Strategy Consultant (CLLD)
2
Aims

To outline aims and expectations and to provide
an overview of the CLLD Programme in 2010/11
To enable schools to meet network partners and to
plan for collaborative learning
To support headteachers and CLLD leads to plan
for the specific needs of their school

3
Agenda

National and Local Data updates
KS1 reading and writing data
SIPs feedback
Key CLLD findings
Gap Task Feedback
Tracking/data
Audits
Key diary actions
Action planning
Quality First Teaching
4 part discrete session
Early reading
Cluster Time
Priorities for individual schools
Pick and Package

4
Cambridgeshire CLLD 2010

To implement the recommendations of the Rose
Review
To develop early reading and accelerate the pace
of phonics teaching
To provide focused support, through a consultancy
model, for the four interdependent skills of
reading, writing, speaking and listening

5
National Local Picture
2010 Cambridgeshire English Results
Provisional Headlines for KS1
NB Figures in brackets relate to 2009 results
6
2010 Cambridgeshire English Results
Provisional Headlines for KS1
National Local Picture
NB Figures in brackets relate to 2009 results
7
Priorities for 2010

Broadly speaking
Good news regarding writing. 3 up overall at 2b
boys at 2 b up 3
boys at 2 up 2
6 indicators stayed the same , only 1 down
Reading at 2 1 fall but only because of
rounding, actually its virtually the same
Boys have improved at L3 and girls have stayed
the same
This cohort were the first to have intensive
support for CLLD and to fully implement Letters
and Sounds
New approaches to writing seem to have improved
writing e.g. GW, TfW

8
Feedback from SIP Visit 3

86 schools - 79 good or better daily discrete
teaching of phonics
Children required to articulate phonemes
Secure the Teaching Sequence
Make Sessions more interactive
Develop AfL within sessions
Application of Phonics Skills is a big challenge

9
Local National FindingsPercentage of children
achieving 6 points or more (a secure level of
achievement) in all three scales of PSED and all
4 scales of CLL (FSP data 2009 in red)
10
Leadership and Management

Majority of schools using a good phonics
programme
Most schools have appointed a CLLD Lead
SLT should engage more directly with CLLD
Closer monitoring of the impact of CPD needed
Better use of childrens prior experience and
attainment on entry to school
set whole school expectation that most children
reach agerelated expectations for reading at the
end of YR

11
Changes in Practice

Environments enhanced to support learning use
of the audit
Improvement in teaching daily discrete session
Improved assessment and tracking
Improved identification of vulnerable children
through tracking ELS
Using Scale points to inform teaching and
learning immediately.
Closer working partnerships between Settings and
Schools
Better focus on Aspect 7 (Oral blending and
segmenting)

12
Changes in Attitudes

Raised expectations from teachers and children
Phonics has a higher profile across the school
Subject knowledge has improved
Teachers now believe that children can reach the
targets evidence
Evidence of children applying phonic skills
independently
Boys motivation and engagement

13
Whats Made the Difference?

Auditing and identifying areas for development
Regular support and monitoring by HT, SLT and
CLLD Lead
Tracking analysis of phonic phase data and
action taken as a result
Tailored interventions for children falling
behind
Effective learning environments
Development of subject knowledge and practice
High quality CPD followed through back in school.

14
Warm up your sounds

Develop creative thinking whilst learning
letter sounds
Alphabet race
Time for Tennis
a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q
r, s, t, u, v, w, x, y, z

15
Time for Tennis
16
Gap Task

Tracking/data
Audit completed (CLLD)
Observe a phonic session in your own school
Begin action plan
Diary of key actions (school strategic lead)

17
Progress Tracking

Phonics tracking sheet
Information indicates the phases children are
currently working on linked to ongoing day to
day assessment.
Summative assessment once each term secure at.
Phase descriptors help to make judgements to
decide at which phase the child is using his or
her phonic knowledge and skills independently and
consistently.

18
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19
Assessment

The teaching materials for Letters and Sounds
include assessment statements at the end of
phases 2-5.
Appendix 3 provides an overview of the progress
checks at each Phase.
Example assessment activities are suggested in
the appendices.
Phonic tracking guidance booklet

20
Audit feedback