literacy interventions – developing functional literacy “maximising learning potential through...
TRANSCRIPT
Literacy Interventions – Literacy Interventions – developing functional literacydeveloping functional literacy
““Maximising learning potential through Maximising learning potential through inclusion and support”inclusion and support”
Work at Twyford CE High School, Acton. Jan Salter, Head of Learning & Inclusion
Strategic VisionStrategic Vision Twyford is a school with a very wide ranging student
community. A higher than average percentage of the school community have statements of educational needs (bands A – E) and the majority of these are for Specific Learning Difficulties and Communication difficulties, many students having Autistic Spectrum Disorders.
In addition to ensuring that statemented students have individualised programmes which match the requirements identified in students’ SEN statements and annual reviews, the school also has a clear policy of early intervention targeted at years 7 & 8.
Our strategy aims to equip students to access the main school curriculum as fully as they are able and to pre-empt students becoming disaffected.
Exam Analysis 08-09Exam Analysis 08-09Year 11 No Exceeded Met Under VA
Statemented 9 (8) 3 3 2 +P 3 2 1 +LAC 2 (1 stat) 1 (stat) 1 +
GCSE – 13 students
Literacy SupportLiteracy SupportManaged by the Literacy Co-ordinator1-1 Reading years 7 - 11 by TAs &
Yr.11 reading mentors“Catch-up” Reading“Toe-by-Toe”Year 8 & 9 Literacy groups7 literacy groups supporting reading
comprehensionWriting Organisation groups – for
students with a level 3 in writing (English KS2 SAT)
Spelling groups
Identification of studentsIdentification of studentsFrom testing reading & spelling
during the transition day visitKS2 SAT resultsGroups are set up in July ready for
teaching to begin in SeptemberLetters are sent to parents inviting
them to a Literacy Talk prior to the Year 7 Evening of Welcome
Parental support is Parental support is valuablevaluableAttendance at the Literacy evening is
high (taking place an hour before the Year 7 evening of welcome)
Parents are given a reading list and a set of helpful hints (part of handout)
Letters are always sent to inform parents of group or individual interventions and permission is sought (if there is no reply, it is taken to mean tacit consent)
1:1 Reading1:1 ReadingYear 10 students apply for the position of
reading mentor in May.Students are interviewed by Advanced
Literacy TA, who runs the scheme.Students are offered training by the SENCO Students are given a trial in the summer
termStudents are allocated two days each week
and particular students to pair up withOlder students gain responsibility; younger
students enjoy the relationship of a year 11 reading mentor
Students have badges to wear on their blazer and a reward trip the following April – pizza lunch and bowling – in school time
Year 7 Reading Comprehension Year 7 Reading Comprehension groupsgroupsEach Year 7 class has 6 English lessons –
one is a reading lesson.The Literacy Coordinator is also an English
teacher. She does not teach a Year 7 English group so has these periods available & liaises with teachers about the timing of these lessons.
6 of the 7 groups are taught by her. Instead of a reading lesson, a group of 6-8 students are withdrawn for reading comprehension work at that time.
Students are tested in December. If they have made enough progress they graduate from the group. Most students graduate after one year on the programme.
KS3 Nurture provisionKS3 Nurture provisionManaged by the KS3 SENCONurture Literacy – takes place
instead of MFL in years 7 & 8 (6 lessons per fortnight)◦Learning to Listen, language
development◦Reading Comprehension◦Writing development◦Talk Time – developing social skills◦Enrichment, creative activities
Learning to ListenLearning to ListenGood listeners make good learners.Games and exercises where listening is
important – to develop listening comprehension skills
Main content this year has used classical music, poetry & oral story traditions – to develop writing.
For example Tchaikovsky's 1812 Overture was used as inspiration for writing about War.
“Timothy Winters” was used to listen for rhyme. The students did not have the poem in front of them but still remembered the end rhymes.
Next year will incorporate popular music and develop work using stories.
Talk TimeTalk Time Developed by the KS3 SENCO in response to the
large numbers of students with communication needs.
Aims to help students listen to each other, share ideas, take turns and promote good communication leading to more opportunities fore friendship.
Opportunities to share good news – raise self-esteem.
To trouble shoot – students can share a problem and help each other to solve it – usually around friendships.
Use of role play – social situations Use of Games, turn taking. “Twister” has been surprisingly good even with
our ASD students.
Analysis of literacy results over KS3 Analysis of literacy results over KS3 – Year 9 (June 10) – Year 9 (June 10)
Data based on 176 students. The progress in reading is markedly better than in spelling. This suggests
that vocabulary development and the explicit teaching of subject specific vocabulary would be useful.
10:00 is the level needed to independently access a GCSE exam paper and is used as the measure of functional literacy. (LB Ealing sets this at 9:00). 2 yrs 10 months elapsed between the two tests.
Spelling 21 students were below 10:00 in spelling on entry. In year 9, 4 students
are still below 10:00 (3 have statements of SEN). For the 21 students given intervention the average progress in spelling
was 1 yr 9 months. 2 students made 2yrs 10 months or more progress in spelling over the key stage; one made 4yrs, 7months .
58 students made 1 yr 6 months progress or more in spelling and 147 students now have a spelling age above 12.0
Reading 30 students were below 10:00 in reading on entry. In Year 9, 4 students
are still below 10:00 (1 has a statement of SEN). For the 30 students given reading intervention the average progress in
reading was 3 yrs 5 months; 14 made over 4 yrs progress and one, 6yrs 10 months .
113 students made 2 yrs 10 months or more progress in reading over the key stage & 168 now have reading ages over 12.0.
Interventions for InclusionInterventions for InclusionBreakfast clubs (10 & 11)Lunchtime clubs
◦Maths Games (7)◦Board games (7)◦Year 8 board games (8)
Support at break & lunch time◦KS3 – Old Chapel, TAs on duty break
& lunch◦KS4 – A19, TAs on duty at lunch time.