Making Good Progress in KS2 English Level 3 to 5

1
Making Good Progressin KS2 English Level 3 to 5
2
Focusing on progression

• Key questions
• In what ways do we track for progression across
  the school and in each class?
• How is this information used to identify those
  children who are making slow progress?
• Which children and specific groups of children
  are currently identified through our tracking?
• What actions are we taking to support these
  children?

3
National Pupil Progression Chart (Level 5)
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School Pupil Progression Chart

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Discussion (1)

• Consider the national pupil progression chart for
  Key
• Stage 2 English and the schools own chart
• How does the schools chart compare to the
  national one?
• Who are the children in your class who are
  potentially slow moving or falling behind?
• What are some of the reasons for these pupils
  making slow progress in English?

6
Investigating progress in English at Key Stage 2
(1)

• The findings presented on subsequent slides arise
  from an investigation focusing on slow movers
  in English, identified in terms of conversion
  from Level 3 at KS1 to Level 5 at KS2
• The schools involved in the investigation were
  selected on the basis of their KS1 to KS2
  conversion rates
• A relatively small sample of 18 schools was chosen

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Investigating progress in English at Key Stage 2
(2)

• The investigation included
• Focused discussions with approximately 110
  children in Year 4 and Year 6
• Discussions with headteachers, subject leaders
  teachers
• The findings have been cross-checked with
  evidence obtained by Ofsted, the National
  Strategies and the Training and Development
  Agency (TDA) and appropriate actions agreed with
  these partners

8
Pen portrait of the slow moving children in
English (1)

• The children
• were often boys
• were generally well behaved
• displayed a positive approach to learning
• usually persevered with the task set, especially
  when the task set was routine or of limited
  challenge
• lacked self-help strategies and relied on friends
  for guidance or left the task incomplete

9
Pen portrait of the slow moving children in
English (2)

• Children struggling to make progress
• from Level 3 to Level 5
• were highly articulate and perceptive in small
  group discussion
• picked up ideas quickly and were confident,
  motivated and enthusiastic
• were overwhelmingly positive about reading
• were, however, easy to miss
• were unwilling to take risks and didnt like to
  make mistakes
• 
  
  
  
• 
  continued..

10
Pen portrait of the slow moving children in
English (3)

• Children struggling to make progress from Level 3
  to Level 5
• didnt ask for help and found difficulty in
  identifying their own successes
• often worked exclusively in mixed ability groups,
  rarely working with children who were making
  similar rates of progress
• often perceived themselves as additional support
  to less able pupils
• said they would have liked more opportunities to
  work in ability groups or independently

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Discussion (2)

• Do you have pupils in your class that fit this
  profile?
• Which of the characteristics most closely match
  those of the children in your class who are
  potentially slow moving or falling behind?

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Slow moving pupils starting at Level 3 in
English (1)

• Do you have pupils who
• demonstrate a limited ability to bring together
  all elements of writing (e.g. ideas, content,
  structure, vocabulary choices, punctuation for
  meaning) simultaneously and are generally
  insecure in the planning of their writing?
• have limited opportunities to engage in oral
  rehearsal prior to writing?
• have targets which are frequently focused on
  simple secretarial skills, such as neat
  handwriting?
• are unaware that speaking and listening is a
  skill that needs to be developed and practised?
• Continued.

13
Slow moving pupils starting at Level 3 in
English (2)

• Do you have pupils who
• demonstrate a lack of self-help strategies to
  support independent learning?
• demonstrate limited evidence of application of
  literacy targets when working in other areas of
  the curriculum?
• do not engage with teacher feedback and are often
  unclear about next steps for improvement when
  moving from one level to the next?

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Obstacles hindering progression from Level 3 to
Level 5 in English

• Typically pupils
• Had limited opportunities for making links
  between reading and reading comprehension and
  were developing an over-reliance on the use of
  extracts for reading
• Often found a shortage of texts available in
  school that matched their interest/ability levels
• Had developed a preference for personal/private
  writing which was not shared with a wider
  audience and found marking of their work
  intrusive
• Lacked confidence in the wider use of
  punctuation, such the role of the comma

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Discussion (3)

• Which of the descriptions and obstacles to
  progress are most pertinent to the pupils you
  teach?

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What all slow moving pupils in Key Stage 2 need
in English (1)

• Direct instruction and modelling of how to plan
  their writing within a range of contexts across
  the curriculum, through focused teaching using
  shared and guided writing approaches
• Planned opportunities to develop oral rehearsal
  throughout the writing process
• High value curricular targets that are
  appropriate to need, for example at Level 4, I
  can organise my writing into clear sections or
  paragraphs considering the purpose and audience
• Planned opportunities to develop the conventions
  of speaking and listening through a range of
  activities that encourage extended talk rather
  than one word answers
• 
  continued.

17
What all slow moving pupils in Key Stage 2 need
in English (2)

• A learning environment which promotes
  independence and supports self help through
  targeted and interactive displays, working walls,
  etc
• Explicit teaching of the range of ways they can
  overcome barriers to progress in lessons, for
  example by using displays, dictionaries, other
  pupils, the internet, etc
• An understanding of how targets relate from one
  curriculum area to another, for example, a
  sentence construction target will apply to
  writing across the curriculum
• Focused marking and oral feedback that clearly
  indicates successes and clear next steps to
  progress

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What pupils need to support progression in
English from Level 3 to Level 5

• To transfer and apply their range of reading
  skills and stamina through the use of extended
  text
• Opportunities to discuss their responses to texts
  and the writers techniques both with response
  partners and in guided reading
• A range of good quality texts to stimulate
  private and independent reading
• Opportunities to develop a greater sense of
  audience and response real life reasons for
  writing both publicly and privately
• Demonstration of effective use of wider
  punctuation in texts and in shared writing
• Guided writing sessions focusing on target areas,
  including punctuation for meaning, with teacher
  intervention at the point of writing

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Discussion (4)

• Next steps
• What do you think are the key issues arising from
  this session for the school?
• How can they be addressed at senior leader,
  subject leader and class teacher levels?