LITERACY IN KEY STAGE ONE This Red Amber Green (RAG) self-assessment guide accompanies the Education Endowment Foundation s report, Improving Literacy In Key Stage One, which sets out eight evidence-based recommendations on the effective teaching of literacy. This guide describes what ineffective, improving exemplary practice can look like in relation to each of the recommendations. This guide can be used as part of an initial audit process to establish current practice (i.e. point of departure), as well as to monitor progress towards the of more effective practice (i.e. direction of travel). Education Endowment Foundation
1 LITERACY IN KEY STAGE ONE RECOMMENDATION 1 Develop pupils speaking listening skills wider understing Im 1 2 Develop pupils Use a balanced speaking engaging listening skills developing reading, wider understing both decoding skills Develop pupils U speaking en ability to translate written listening skills d for the of a range wider of reading w(the writing skills this understing ability to underst the b meaning of the language necessary for confident listening competent reading, activities but neither is sufficient A focus pupils read on books developing aloud are encouraged uage to sk models engagement, to answering enjoyment in. literacy experiences understing of written spoken genres of texts vocabulary; a wide range of Effectively implement Teach pupils to Teach pupils Promote fluent a systematic phonics use strategies to use strategies written transcription information about structured programme for planning skills by encouraging pupils current interventions to monitoring monitoring extensive effective capabilities to their writing practice explicitly select the best next are struggling with approaches explicitly hwriting or typing, spelling. capabilities, adapt letter-sound relationships specific strategies monitor their through an organised sequence. number of different their fluency in these skills what the pupil needs to teaching is occurring, it is The following should be what they read, considered when teaching overcome barriers to a phonics. These of the writer. These concentrate to ensure their on the best next step A phonics programme not wasted by structuring text; How phonics is taught summarising, should be monitored to check whether it can revising; There is a strong be accelerated or extra fully engaged in the capabilities perseverance, as a child progresses be enjoyable to teach. until All staff involved the Spelling should be explicitly activity Pupils usually begin writing activities without previously articulating their ideas. Listening activities do not have clear outcomes do not include the use of different strategies. Before lessons, limited planning is done to predict words that may be problematic. During lessons, pupils often struggle with new words this goes unnoticed. Group work is not managed in a way that all pupils to share their thoughts. Pupils sometimes use speaking activities to will later say in writing. Listening activities are used to develop pupils use of strategies, but only limited feedback, support is provided. Teachers sometimes predict words that pupils may be unfamiliar with. They identify that pupils are struggling with certain words support them to underst those words. Pupils are ask for help when encountering words that they do not underst. Group work pair work are used to practise speaking listening activities, but only some pupils actively participate. Pupils do not always actively listen to each other s ideas. Pupils regularly use speaking activities to clearly articulate refine what they will later say in writing. Listening activities are focused used to develop pupils use of strategies. This is done with high-quality feedback, support. Planning time is used to pre-identify words that pupils, or groups of pupils, may not be familiar with these are then explicitly introduced. Teaching of vocabulary is responsive to pupils emerging needs throughout a lesson pupils actively seek support with unfamiliar vocabulary. All pupils actively participate in speaking listening activities both as a class in small groups. Pupils actively listen to each other s ideas so that they can share their thought processes.
2 LITERACY IN KEY STAGE ONE RECOMMENDATION 2 Use a balanced engaging developing reading, both decoding skills Develop pupils speaking listening skills wider understing for the writing skills in this listening activities aloud are models answering spoken vocabulary; roving L 2 3 Use a balanced Effectively implement engaging a systematic phonics developing reading, programme both decoding skills Use a balanced E engaging a developing reading, p which integrates (the letter-sound relationships ability to underst the through an organised both decoding skills competent reading, considered when teaching but neither is sufficient a phonics on oth its own. decoding (the A phonics programme How phonics is taught engagement, should be monitored to to check whether it can enjoyment in be accelerated or extra. literacy experiences perseverance, be enjoyable to teach. understing of written All staff involved genres of texts a wide range of Teach pupils to Teach pupils Promote fluent use strategies to use strategies written transcription information about structured for planning skills by encouraging pupils current interventions to monitoring monitoring extensive effective capabilities to their writing practice explicitly select the best next are struggling with hwriting or typing, spelling. capabilities, adapt specific strategies monitor their number of different their fluency in these skills what the pupil needs to teaching is occurring, it is what they read, overcome barriers to. These of the writer. These concentrate to ensure their on the best next step not wasted by structuring text; summarising, revising; There is a strong fully engaged in the capabilities as a child progresses until the Spelling should be explicitly activity Teaching of reading is unbalanced much greater emphasis is placed on either decoding or skills. Pupils are often unmotivated disengaged when learning to read. Pupils demonstrate limited persistence resilience in. Pupils experience a limited range of genres texts, the texts selected are ineffective at engaging motivating pupils. Teaching uses a balanced reading, but pupils are not supported to integrate their decoding. Most pupils are motivated engaged when reading. Pupils demonstrate increasing persistence resilience. Pupils experience a range of texts, but this could be more carefully considered. All pupils receive an appropriate balance between word recognition language are supported to integrate the two skills. All pupils are motivated engaged during lessons through exposure to a rich variety of experiences. Pupils increasingly get enjoyment satisfaction from. Different genres of text are purposefully chosen to engage pupils develop their skills.
LITERACY IN KEY STAGE ONE RECOMMENDATION 3 Effectively implement a systematic phonics programme Develop pupils speaking listening skills wider understing for the writing skills in this listening activities aloud are models answering spoken vocabulary; racy in K 3 Use a balanced Effectively implement Teach pupils to engaging a systematic phonics use strategies developing reading, programme monitoring both decoding skills Effectively implement o a systematic phonics programme (the letter-sound relationships specific strategies ability to underst the through an organised what they read, competent reading, considered when teaching overcome barriers to but neither is sufficient a phonics. These stematic A phonics phonics programme How phonics is taught summarising, engagement, should be monitored to to check whether it can enjoyment in be accelerated or extra. literacy experiences perseverance, as a child progresses be enjoyable to teach. until understing of written All staff involved the activity genres of texts a wide range of Teach pupils Promote fluent to use strategies written transcription information about structured for planning skills by encouraging pupils current interventions to monitoring extensive effective capabilities to their writing practice explicitly select the best next are struggling with hwriting or typing, spelling. capabilities, adapt monitor their number of different their fluency in these skills what the pupil needs to teaching is occurring, it is of the writer. These concentrate to ensure their on the best next step not wasted by structuring text; revising; There is a strong fully engaged in the capabilities Spelling should be explicitly A systematic phonics programme is used, but it has been significantly altered from how the developer intended it to be used this may have affected the active ingredients. A systematic phonics programme is used which does not have robust evidence of impact. However, the programme has the characteristics of an effective phonics The programme is used broadly as the developer intended. The phonics programme used has robust evidence of impact it is implemented in accordance with the developer s guidelines. Any adaptations from the suggested programme are minor do not affect the active ingredients of the Teachers teaching assistants have received patchy training in the teaching of phonics many staff do not have the necessary pedagogical skills content knowledge to teach phonics effectively. All teachers have received phonics training, but not necessarily focused on the school s specific Some teaching staff may need updated training on the programme or may need pedagogical skills or content knowledge. Teachers teaching assistants are appropriately trained for the phonics programme that they deliver; this is kept up-to-date new staff are always appropriately trained. All teaching staff have sufficient pedagogical skills content knowledge to teach the programme effectively. Phonics teaching is unresponsive to pupils needs. Where catch up support is provided it is ad hoc or there is a long delay from when pupils are first identified as struggling to when support is put in place. Catch up support is put in place for pupils in need of additional support with their phonics, however, this does not follow all the characteristics of effective interventions (recommendation ). Phonics teaching is responsive to pupils progress (i.e. it is accelerated for pupils making rapid progress additional support is put in place for those making slower progress). Any additional support adheres to the characteristics of effective interventions (e.g. effectively identifying the needs of individual pupils rather than just providing more of the same ). Pupils teachers are often unmotivated during phonics lessons do not look forward to them. Engagement with phonics teaching is varied between classes over time. Phonics teaching may sometimes feel stale teachers or pupils do not always look forward to the lessons Pupils teachers are motivated engaged during phonics lessons there is a feeling of purpose during lessons. 3
LITERACY IN KEY STAGE ONE RECOMMENDATION 4 Teach pupils to use strategies monitoring reading Develop pupils Use a balanced Effectively implement speaking engaging a systematic phonics wider understing both decoding skills for the (the letter-sound relationships writing skills in this ability to underst the through an organised listening competent reading, considered when teaching activities but neither is sufficient a phonics A phonics programme aloud are How phonics is taught models engagement, should be monitored to to check whether it can answering enjoyment in be accelerated or extra. literacy experiences perseverance, be enjoyable to teach. understing of written All staff involved spoken genres of texts vocabulary; a wide range of y Stage 4 Teach pupils to use strategies monitoring Teach pupils to use strategies specific monitoring strategies what they read, overcome barriers to. These summarising, as a child progresses until the activity Teach pupils Promote fluent to use strategies written transcription information about structured for planning skills by encouraging pupils current interventions to monitoring extensive effective capabilities to their writing practice explicitly select the best next are struggling with hwriting or typing, spelling. capabilities, adapt monitor their number of different their fluency in these skills what the pupil needs to teaching is occurring, it is of the writer. These concentrate to ensure their on the best next step not wasted by structuring text; revising; There is a strong fully engaged in the capabilities Spelling should be explicitly Limited emphasis is placed on reading there is very limited explicit teaching of reading strategies. Teachers are aware of the different reading strategies sometimes encourage pupils to use them, but this is done inconsistently. The explicit teaching of strategies forms the core of reading teaching. A consistent approach is used between year groups that gives greater responsibility to pupils as they develop. Pupils have limited opportunities to practise using the strategies. Any opportunities that they do have are not based on the principles of effective scaffolding (e.g. initial modelling strategic withdrawal of support). Pupils have frequent opportunities to practise using the strategies. Teachers model the strategies effectively, but scaffolding is inconsistent does not support pupils to use the strategies with increasing sophistication independence. Pupils have extensive opportunities to use the strategies. Scaffolding is carefully matched to pupils current capabilities is strategically withdrawn so that pupils can use the strategies with increasing sophistication independence. Pupils are not taught how to monitor their use of the different strategies or what to do if they are struggling to underst a text. Pupils can recognise when something does not make sense will try a different strategy with prompting support. Pupils are taught to plan monitor their use of the different strategies. They know when each strategy might be most effective are beginning to try alternative strategies if needed. Feedback on the use monitoring of the strategies has one or fewer of the following Feedback on the use monitoring of the strategies has two of the following Feedback on the use monitoring of the strategies has all of the following Limited consideration is given to reading strategies when selecting texts. Texts are sometimes selected on the basis of their suitability to use different reading strategies. Texts are carefully selected so that they match pupils interests allow them to practise each strategy. Pupils are supported to use adapt the strategies across genres types of text. 4
5 LITERACY IN KEY STAGE ONE RECOMMENDATION 5 Teach pupils to use strategies for planning monitoring writing composition Develop pupils Use a balanced Effectively implement Teach pupils to speaking engaging a systematic phonics use strategies wider monitoring understing both decoding skills for the (the letter-sound relationships specific strategies writing skills in this ability to underst the through an organised what they read, listening competent reading, considered when teaching overcome barriers to activities but neither is sufficient a phonics. These A phonics programme aloud are How phonics is taught summarising, models engagement, should be monitored to to check whether it can answering enjoyment in be accelerated or extra. literacy experiences perseverance, as a child progresses be enjoyable to teach. until understing of written All staff involved the activity spoken genres of texts vocabulary; a wide range of ne Rec Teach pupils Promote fluent to use strategies written transcription for planning skills by encouraging monitoring extensive effective their writing practice explicitly teaching spelling Teach pupils P Transcription refers to the to use strategies w for planning hwriting or sk typing, spelling. monitoring their e their writing p number of different their fluency in these skills to help, depending have become automated. of the writer. These concentrate to ensure their Pupils writing can think about the content of structuring text; A large amount of practice, revising; fully engaged in the Spelling should be explicitly information about structured pupils current interventions to capabilities to select the best next are struggling with steps for teaching their literacy Collect high quality, capabilities, adapt what the pupil needs to teaching is occurring, it is is more efficient on the best next step not wasted by content that a child Teaching can be There is a strong capabilities Pupils are rarely taught writing composition strategies opportunities to practise are infrequent. Pupils have limited opportunities to practise using the strategies. Any opportunities that they do have are not based on the principles of effective scaffolding (e.g. initial modelling strategic withdrawal of support). Pupils are not taught how to monitor their use of the different strategies or what to do if their chosen strategy is not working. Feedback on the use monitoring of the strategies has one or fewer of the following Teachers are aware of the different writing composition strategies sometimes encourage pupils to use them, but this is done inconsistently. Pupils have frequent opportunities to practice using the strategies. Teachers model the strategies effectively, but scaffolding is inconsistent does not support pupils to use the strategies with increasing sophistication independence. Pupils are taught how to monitor their use of the different strategies with prompting will try alternative strategies. Feedback on the use monitoring of the strategies has two of the following The explicit teaching of strategies forms the core of writing composition teaching. A consistent approach is used between year groups that gives greater responsibility to pupils as they develop. Pupils have extensive opportunities to use the strategies. Scaffolding is carefully matched to pupils current capabilities strategically withdrawn so that pupils can use the strategies with increasing sophistication independence. Pupils are taught to plan monitor their use of the different strategies. They know when each strategy might be most effective are beginning to try alternative strategies if needed. Feedback on the use monitoring of the strategies has all of the following
6 LITERACY IN KEY STAGE ONE RECOMMENDATION 6 Promote fluent written transcription skills by encouraging extensive effective practice explicitly teaching spelling Develop pupils Use a balanced Effectively implement Teach pupils to speaking engaging a systematic phonics use strategies wider monitoring understing both decoding skills for the (the letter-sound relationships specific strategies writing skills in this ability to underst the through an organised what they read, listening competent reading, considered when teaching overcome barriers to activities but neither is sufficient a phonics. These A phonics programme aloud are How phonics is taught summarising, models engagement, should be monitored to to check whether it can answering enjoyment in be accelerated or extra. literacy experiences perseverance, as a child progresses be enjoyable to teach. until understing of written All staff involved the activity spoken genres of texts vocabulary; a wide range of mmenda 6 Teach pupils Promote fluent Use high-quality to use strategies written transcription information about for planning skills by encouraging pupils current monitoring extensive effective capabilities to their writing practice explicitly select the best next teaching spelling steps for teaching Promote fluent written transcription skills hwriting by encouraging or typing, spelling. capabilities, adapt monitor their extensive effective practice explicitly number of different their fluency in these skills what the pupil needs to teaching to the point spelling that they progress. This approach of the writer. These concentrate to ensure their on the best next step refers to not wasted by structuring text; revising; fully engaged in the capabilities Spelling should be explicitly Use high-quality structured interventions to are struggling with their literacy teaching is occurring, it is likely that a small number There is a strong Pupils receive limited opportunities to practise their hwriting they rarely make good use of feedback. Feedback on hwriting has one or fewer of the following Uses praise sparingly so it remains meaningful Teaching of spelling is unrelated to other learning could be characterised as mainly testing. Teaching staff have limited knowledge about the strategies that effective spellers use: Phonic approach Analogy Identification learning of tricky parts of words Visual approach Pupils receive frequent opportunities to practise their hwriting feedback is used effectively. Feedback on hwriting has some of the following Uses praise sparingly so it remains meaningful Pupils are sometimes pre-taught the spelling of challenging vocabulary. Teaching staff have good knowledge about the strategies that effective spellers use: Phonic approach Analogy Identification learning of tricky parts of words Visual approach Pupils receive extensive, high-quality opportunities to practise their hwriting make effective use of feedback. Feedback on hwriting has all of the following Uses praise sparingly so it remains meaningful Pupils are regularly explicitly pre-taught key spellings to aid the fluency of their composition Teaching staff have excellent knowledge about the strategies that effective spellers use this informs their teaching. Phonic approach Analogy Identification learning of tricky parts of words Visual approach
LITERACY IN KEY STAGE ONE RECOMMENDATION Use high-quality information about pupils current capabilities to select the best next steps for teaching Develop pupils Use a balanced Effectively implement Teach pupils to Teach pupils speaking engaging a systematic phonics use strategies to use strategies for planning wider monitoring monitoring understing both decoding their writing skills for the (the letter-sound relationships specific strategies monitor their writing skills in this ability to underst the through an organised writing. Teaching a number of different what they read, to help, depending listening competent reading, considered when teaching overcome barriers to on the current skills activities but neither is sufficient a phonics. These of the writer. These A phonics programme aloud are structuring text; How phonics is taught summarising, models engagement, should be monitored to drafting, editing to check whether it can revising; answering enjoyment in be accelerated or extra. literacy experiences perseverance, as a child progresses be enjoyable to teach. until understing of written All staff involved the activity reduced as a child spoken genres of texts vocabulary; a wide range of ons Sum Promote fluent written transcription information about structured skills by encouraging pupils current interventions to extensive effective capabilities to practice explicitly select the best next are struggling with Use high-quality information about hwriting g or typing, pupils about current pupil s spelling. capabilities, adapt ve to Children must develop select the best next their fluency in these skills what the pupil needs to teaching is occurring, it is steps progress. for teaching This approach likely that a small number have become automated. is more efficient If children have to concentrate to ensure their on the best next step Collect high not wasted quality, by feedback, is required to There is a strong fully engaged in the capabilities Spelling should be explicitly are relevant to the topic or Identification of struggling pupils is often slow action taken to support them is limited. Diagnostic tools (such as the Simple View of ) are rarely used to identify the best next step for teaching. Assessments are often set without careful consideration of their intended purpose. When a pupil is identified as struggling with their literacy they are given extra support, but this may not be well matched to their specific needs. Diagnostic tools (such as the Simple View of ) are sometimes used to identify the best next step for teaching. Careful consideration is given to how the results of an assessment will be used before an appropriate assessment is selected. When a pupil is identified as struggling the first thing a teacher does is to try to identify the specific reason(s) why they are struggling. Diagnostic tools (such as the Simple View of ) are routinely used to identify the best next step for teaching. Careful consideration is given to how the results of an assessment will be used before an appropriate assessment is selected. Teaching staff underst the differences between monitoring diagnosis select assessments appropriately.
LITERACY IN KEY STAGE ONE RECOMMENDATION Use high-quality structured interventions to are struggling with their literacy Develop pupils Use a balanced Effectively implement Teach pupils to Teach pupils Promote fluent speaking engaging a systematic phonics use strategies to use strategies written transcription for planning skills by encouraging wider monitoring monitoring extensive effective understing both decoding their writing practice explicitly skills teaching spelling Transcription refers to the hwriting or typing, for the spelling. (the letter-sound relationships specific strategies monitor their writing skills in this ability to underst the through an organised number of different their fluency in these skills what they read, to help, depending have become automated. listening competent reading, considered when teaching overcome barriers to activities but neither is sufficient a phonics. These of the writer. These concentrate to ensure their A phonics programme aloud are think about the content of structuring text; How phonics is taught summarising, models A large amount of practice, engagement, should be monitored to to check whether it can revising; answering enjoyment in be accelerated or extra. fully engaged in the literacy experiences perseverance, as a child progresses be enjoyable to teach. until understing of written All staff involved the Spelling should be explicitly activity spoken genres of texts vocabulary; a wide range of ary information about structured pupils current interventions to capabilities to select the best next are struggling with steps for teaching their literacy Use high-quality Collect high quality, structured interventions to capabilities, adapt help pupils are struggling with what the pupil needs to teaching is occurring, it is progress. This approach their literacy likely that a small number is more efficient on the best next step not wasted by chools make should expected progress. focus content that a child Teaching can be There is a strong capabilities TAs deliver mainly unstructured interventions, for which there is little reliable evidence for effectiveness. TAs may deliver commercial intervention programmes, but in an unstructured way (e.g. not as prescribed by the developer). Interventions sessions are long (>30 minutes), poorly timetabled irregular. Consequently, pupils routinely miss significant portions of classroom teaching. TAs deliver some well-chosen interventions that have the potential to effectively supplement classroom learning, although this is not always occurring (e.g. use of assessments to monitor inform next stages of is inconsistent). Although interventions are structured, they are not always delivered as intended. Timetabling of sessions is reasonable although sessions are sometimes missed. TAs deliver one or two evidence-based structured interventions, chosen to deliberately complement extend class based teaching learning. Intervention sessions are brief (<30 minutes) regular (3-5 times a week) sustained, with clear objectives expectations. Sessions are well-placed, well-resourced carefully timetabled to minimise time spent away from general class teaching. TAs have little formal training in delivering interventions. Limited structured resources mean that sessions often have vague objectives are slowly paced. As such, they may not be adequately compensating for the time pupils spend out of class. Some TAs on intervention programmes, although this may need updating. TAs are extensively trained to deliver interventions faithfully (i.e. as intended by the developer), over time develop deep expertise in the approach. Teachers have little or no awareness of the structure coverage of intervention programmes. Teachers have limited awareness of the structure coverage of intervention programmes. Teachers have good awareness of the structure coverage of intervention programmes. Teachers rarely plan or review intervention sessions with TAs there are few opportunities for meaningful feedback after sessions. Teachers TAs meet occasionally to review the coverage impact of interventions. Practice across the school is inconsistent. There are regular opportunities for teachers TAs to plan review learning taking place in interventions, with regular assessments in place to guide this process. It is left largely to pupils to make the links between what is covered in interventions their learning in general classroom teaching. Pupils receive some assistance in applying their learning from interventions to the wider curriculum, although again this is inconsistent. Teachers TAs both help pupils make connections between the learning in interventions the wider curriculum.