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I attended this webinar to both better understand the new curriculum and look at its implications as an English Curriculum lead as well as a Year 1 teacher.

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The Revised Early Years Framework 2021

In this webinar we looked at the significant changes to the revised framework and the impact that these may have on policy and practice. As always, Alistair will be including practical ideas based on real practice and research to support you in creating effective, impactful provision that reflect the requirements of the revised document.

Run time: 1hr 40 mins.

This webinar was recorded on 9th June 2021.

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In this webinar we looked at the significant changes to the revised framework and the impact that these may have on policy and practice. As always, Alistair will be including practical ideas based on real practice and research to support you in creating effective, impactful provision that reflect the requirements of the revised document.

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Following results from our April phonics screening practise we decided to stream the children for phonics leading up to the Phonics Screening. This was successful as it led to an increase in the children passing the screening with a highlight on the particular group above. Moving forward we need to look at how these children were taught and perhaps unpick how we can replicate this across all the groups.

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This data analysis has allowed me to look at both our successes as well as our areas for development moving into the next school year.
Key strengths:

Steps for development;

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To support the children with their learning we have introduced the Literacy Planet app. This will provide a tool for teachers to use to support learning interactively as well as give the opportunity to practise these skills at home. This will be further developed with the English team and the innovation team next year.

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This year we carried out the current Year 1 Phonics screening assessment. We had targets to meet from last year and the children and team did incredibly well.
Headlines;
Headlines

88% of children passed at the expected level, exceeding our target

83% of children passed exceeding the expected level, just 3 children from reaching our target which is a fantastic achievement.

In total 154 children in the year group passed the phonics screening which I think the team can be very proud of.

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I attended and led on the moderation of writing across FS1, FS2 and Year 1. Working with the Year leads we composed what the children should have achieved to be a S,S+,M etc. This was used as a guide to moderate the children's work against. Padlets were also created to mark check points on the children's development throughout the year.

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Led staff PD around supporting children with writing during lesson time and interventions. Encouraged the LA/LSAs to allow the children to do the work and play a supportive and guiding role. Have them lots of tools and ideas for how to support as well.
Assistant head for inclusion really appreciated the PD and gave some positive feedback.
"Good afternoon,

I just wanted to say a big thank you for the wonderful training you created for the LAs and LSAs on Friday.  I was flitting from meet to meet, and I was so impressed with the amount of information you gave, the careful explanations of strategies and techniques, and the range of ideas you shared in such a short amount of time.  I know the LAs and LSAs appreciated it and found it incredibly useful.

Thank you for your time and preparation here; it is very much appreciated."

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Delivering a presentation of my impact has allowed me to have the opportunity evaluate and reflect on the impact I have had as a leader as well as the impact that leadership has had on me.

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Leading by example I have set expectations for English displays in my team. The displays should be engaging, include key vocabulary and demonstrate the learning journey the children are on. There is also the inclusion of visual targets so children can make reference to those things they are learning for each unit of work.

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Questioning is evident throughout planning as well as during Learning walks and observations. Links to HPL are made to consider deepening learning through questioning. Key questions are a non-negotiable for QA of planning to ensure that they are included and used to impact learning.

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We carried out the phonics screening with the children that finished Year 1 in Summer 2021 despite there not being an official one in the UK. The impact of this was for us to be aware of the childrens progress and attainment in phonics as well as highlighting those that would need support as they moved into Year 2. 87% of children were working at the expected level and 83% were above.

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Working with others in the English department I will be helping to run the World book day celebrations in WIS.

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As well as an in depth analysis, data headline analysis takes place to QA the year group and provide moments of reflection. For DC2 this had impact as it enabled me to look closer at the data of 1G, which was much higher then other classes. It allowed me to meet with the class teacher and discuss strategies as well as moderation moments to ensure consistency of grading.

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Book looks take place throughout the year through moderation, learning walks and during data points to ensure the consistency of delivery as well as the following of the mark scheme. This in turn provides teachers and teams next steps in this aspect of their MER to action.

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To track the progress of the Year 1 children in their phonics learning we are doing termly practise screenings. Once the first was completed in December the data was then analysed to determine the target children in each class as well as percentage targets at the next two data points to ensure that we are on track to meet data targets for the year. This also then has impact on teaching as we are all aware of the children that need to be targetted before each data point.

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Developmental marking in Year 1 is used to allow the children to develop their next steps. This is differentiated according to children's personalized next steps, examples of which you can see above. The children respond to their next steps in a purple pen. This has had an impact in children showing greater awareness of their next steps as well as providing them with opportunities to develop within these.

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Due to the low GPS data following DC2 data capture, spelling shed has been introduced into Year 1 as a tool to impact this. The children are assigned weekly spellings and have a spelling test each week which determines their next set of spellings. This has had impact that children are more aware of the importance of spelling within their writing and are linking their learning by making comments such as 'I learnt that in my spellings last week' when they consider a word they want to write.

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The team have created a fantastic reading area that is engaging for the children. This encouragement to engage with books promotes reading at the earliest stages of their learning journey. It also demonstrates links to our whole school reading scheme which I have introduced and to our HPL which runs throughout the school.

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Chapter sheets for each piece of writing allows for the teachers and children to track their progress. The children are asked to comment on how well they think they have achieved each objective. The teacher then makes their own decision based on their final piece of writing along with commenting with a next step.

These are adapted according to the year groups progress against different objectives.

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In September I delivered a workshop to the parents in FS to Year 1 to explain the new reading model and assessment tools we would be implementing at WIS. I shared ways in which they can support their children with their reading at home. This should drive standards in reading as well as allowing parents to better understand how reading is taught at WIS.

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Due to the new framework in EYFS being implemented and to align it with the assessment model we follow at WIS, we did a deep dive into what mastery would look like in FS2 especially. I did this first with the CL team in EYFS along with the HOY and then we delivered PD to the teams in which they gave feedback on the decisions we had made so far. We will now use this to create the model and working examples of mastery children in the early years.

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Learning walks were carried out in FS and Year 1 to see the changes to planning were being implemented. Feedback was delivered to teams and they were given next steps.

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To ensure a consistency I have mapped out for each year group the progression of a secure reader from FS1 to Year 1. I also worked with the English lead for Year 2-4 to map this out for the other years as well. This provides teachers with a framework to understand the readers in their classroom as well as guidance as to where they should be at each data point.

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With the changes to the outdoor learning areas for Year 1 and 2, I worked with the CL for English in Year 2-4 to create a reading den. This has both enhanced the provision in the outdoor learning area and encouraged children to read in places beyond the classroom.

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Introduction of Sid the Spider and SPAG lessons

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Introduction of Sid the Spider and SPAG lessons

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Due to the data being in SPAG being lower then others. We introduced Sid the SPAG spider in Year 1. He is a symbol to the children that they will be using or learning a new SPAG skill in dedicated SPAG lessons which are now part of English planning. This has seen an improvement in children being aware of their skills they need to be a successful writer.

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Each week I deliver a phonics EEE to a group of 20 children from across the year group. This is designed to provide extra support for those children who may need it as well as challenge those children who are confident with their phonics. This will in turn have an impact on the data across the year group in the phonics screening.

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LA/LSA training - Supporting children with writing

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LA/LSA training - Supporting children with writing

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Using phase 3 digraphs independently. Finger spaces. Capital letters. Letter formations accurate.

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Work Sampling - Letter writing in Year 1

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Work Sampling - Letter writing in Year 1

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There is clear evidence during book looks for the different levels of attainment amongst the children. This can be seen through support given, independently completed tasks and quality feedback to ensure next steps are evident.

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The running records have had a real impact on reading at WIS. Teachers are informed of their children's reading skills and areas of development which in turn can be shared with parents. This is also informing planning particularly guided reading which has improved in delivery as a result.

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We have invested in enriching the reading resources that we have at WIS particularly for the children in FS and Year 1. The Oxford reading tree scheme provides lots of fact and fiction books for the children to explore and develop their reading skills.

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Following initial learning walks time was invested in the teams and their classroom displays along with corridor displays to ensure engagement in English.

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I delivered a workshop for parents informing them about our new reading scheme PM Benchmark. Parent's are now involved with their children's reading, interested in their levels and their areas of development. The teacher's are able to share this with ease using the running records that are carried out every half term.

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As a curriculum lead team we have worked together to streamline the QA process. This has allowed for teachers to be informed of their successes and development points. This has in turn improved the quality of planning.

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Lesson observations have taken place to ensure the quality of learning and teaching to be at an outstanding standard.

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Phonics lesson observation Sandra Collins

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Following the data from the end of last year I created an action plan to ensure that the delivery of English along with attainment/progress continued to be outstanding in my department.

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To develop the standard of handwriting I explored and invested in a handwriting scheme for teachers to use. The scheme was chosen for it's clear progression from the early years to Year 6 which should have an impact across the school. It has also encouraged children to take pride in their presentation skills as well as the content of their work.

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Regular data analysis has taken place throughout the year so far to ensure that next steps and actions are always informed by these. It also has allowed for meaningful conversations with members of the team regarding support to achieve data targets.

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A long term plan was created at the start of the year to ensure curriculum coverage. This is then broken down into medium term plans where adaptations are made based on data analysis as well as children's progress through the curriculum objectives.

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With the introduction of the new EYFS curriculum I worked with the director of EYFS to develop a curriculum map for both FS1 and FS2 which laid out the objectives across the year as well as the progression through the skills.

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In order to help improve children's reading skills in Year 1 I delivered a phonics screening workshop for Year 1 parents. I provided them with a better understanding of what phonics is so that they can support their learning at home. I also explained what the end of year phonics screening is and how they can support their child in preparing for this.

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Aware for the need to drive standards in GPS across the school I set up a spelling challenge for Term 2.1. This allows the children to participate in different challenges throughout the month whilst practising their spellings.

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The introduction of visual targets in Year 1 has allowed for the children to become more aware of their own next steps as well as the skills they should use in a particular piece of work.