Communication, Language and Literacy Development CLLD

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Communication,Language and Literacy Development
(CLLD)

• Fiona Ward

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Aims

• What is the CLLd programme nationally and within
  Kirklees?
• What does it look like within schools?
• Specific CLLd programme schools
• Our priorities for the next year
• Tools to aid Head teacher involvement

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Communication, Language and Literacy

• Language for Communication
• Language for thinking
• Linking sounds and letters
• Reading
• Writing
• Handwriting

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What is the CLLD programme?

• A national funded programme
• LA funded to work universally with all schools
  and settings to improve learning and teaching of
  CLLD
• A key group of 10 schools and their feeder
  settings who wish to really engage and move
  forward
• Requirement to track childrens progress in CLLD,
  PSED and phonic acquisition

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Aims of the CLLD Programme

• To build on the recommendations of the Rose
  Review
• To support improved outcomes for all children
  with a focus on closing the gap between our most
  disadvantaged children and the rest
• Raised expectations for attainment in FS and KS1
  80 of children secure at Phase 3 in YR, 85 of
  children secure at Phase 5 in Y1
• To consolidate the teaching of early reading and
  accelerate the pace of phonic teaching within a
  broad and rich language curriculum
• Embed a whole school approach to early reading

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Kirklees C.L.L. Results
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Kirklees LA year on year scrutiny of Personal,
Social and Emotional data
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Kirklees LA year on year scrutiny of
Communication, Language and Literacy Data

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CLLd programme schools

• Field lane J, I N
• St Johns CE Inf.
• Dryclough CE Inf.
• Ravensthorpe I N
• Knowles Hill I N
• Ashbrow I N
• Thornhill Lees J I
• Boothroyd J I
• Overthorpe J I
• Carlinghow J I

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Training

• Universal
• Cluster Foci
• Targeted PVI

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Tools

• Prompts for observing discrete phonics
• CLLd audit tool
• Phonics progress tracking sheet

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OFSTED Survey June 08

• It found that the use of systematic phonics
  programmes had raised schools' expectations of
  how quickly and well children could learn to read
  and write. This had in turn improved teaching
  pace, leading to further success.
• Teachers reported being 'surprised by the joy'
  shown by children as they mastered phonic skills.
  They noted that the clear structure of the
  Letters and Sounds phonics programme had improved
  their confidence and that the Rose Review itself
  had prompted schools to review their practice
  overall.

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Additional information sources

• www.standards.dfes.go.uk/phonics
• www.standards.dfes.gov.uk/local/clld
• Any questions e.mail
• Fiona.Ward_at_kirklees .gov.uk
• or
• Elaine.Chilton_at_kirklees.gov.uk