Imelda Pears

School context• Centre of CBD, Croydon• Approximately 70% EAL, more than 20

languages spoken.• 91% of pupils are from minority ethnic groups• More than 50% of pupils enter our Nursery as

new to English, and annual turnover for the school is approximately 10%.

• 27% of pupils are entitled to FSM. We have above average levels of poverty.

Class statistics

Girl / Boy ratio 55:45 37:63 Ethnic Groups (%) White British 3.4 7.4

Average Pupil Mobility % 2.3 20.2 Any other White background 6.9 7.4 White & Black Caribbean 6.9 3.7Free School Meals (%) 24.1 40.7 White & Asian 3.4 3.7

Indian 13.8 11.1Special Educational Needs (%) Any other Asian background 3.4 14.8School Action / Plus 44.8 48.1 Black African 41.0 33.3Statement 0 0 Any other Black background 13.8 18.5

Any other ethnic group 6.9 English as an Additional Language (%) 75.9 63.0

2007 – 2008 2008 - 2009

Where to begin?

• Child in a sweet shop

• WMG

• Assemblies

Assessment for Learning (AfL)

Assessment for Learning at St. Mary’s Catholic Infant School is the process by which all adults involved with a child help him or her to know and celebrate what he / she can do (where he / she is in their learning journey), see what needs to be learned next and what this success will look like (where it is that they need to get to next), and the best way that this can be achieved.

Assessment for learning Reading

My journey…

(so far)

Reading: The Challenge

• To improve standards in reading, after a slight dip in APS in 2007 from 2006, and raise the percentage of pupils at higher levels.

• Reading target from SDP for 2008 - 2009 ‘Identify targets and teach children to use these to assess own success in reading, throughout the school’

• Last year – ‘CAN I TURN THIS CLASS INTO A CLASS OF ENTHUSIASTIC READERS?’

• Book bands, target setting and Target Tracker

Closing the gap - Developing success criteria for reading

Key principles of AfL• Involve children in their learning by sharing

Learning Intentions / goals and establishing success criteria (with them)

• Model for children the learning strategies, attributes, skills and standards so children learn evaluative and improvement skills

Development of bubbles

• For Nursery and Reception

Evidence of ImpactSome comments from Ben on ‘What does a good reader do?’ (i.e. what

makes them good at reading)• September 2008 “When they read with full stops – they stop a

little bit and then read on after a little breath”

• December 2008 “Take a breath at a full stop. Take a really long breath at a paragraph. Go and find out what a new word means on the computer or in a dictionary.”

• June 2009

“How to say words, if it’s in CAPITALS or small letters…and if it’s “in speech marks” you have to say it like you are the actual person in the story”

“You think about what might happen” (while you are reading)

“You learn things as you are reading it”

Some comments from more able readers on ‘What does a good reader do?’ (i.e. what makes them good at reading)

June 2009• Read silently

• Understand what you are reading

• Look on the internet or in a dictionary if you don’t know what a word means

• Enjoy reading

Evidence of ImpactComments from parents in Home-School

contact books• “He has certainly learnt the art of silent reading. He is

doing very well.”• “She was able to answer pointy questions, such as

‘Which of the weavers lived in Ghana?’”• “He is beginning to give his own opinions about books

he reads, e.g. say what he thinks of the story and why.”…“He continues to give his opinions and states his reasons. Good boy!”…“This was a great story because Jessica saved her grandma from the mud slide.”

• 18.5.2009 “Jaydon is still looking at how connectives are used to join sentences.”

• 4.6.2009 “Jaydon is able to use connectives in his writing. Well done J!”

Evidence of ImpactVerbal feedback from parents

• “Oh them bubbles are great. Judah has taken control now, and he is dead keen.”

2007 - 2008Cell comparison against end of Year 1 TA

No data to compare

Below start level

No progress

1 step progress

2 steps progress

3+ steps progress

Key

69% of pupils made 3 or more steps in reading, 48% did so in writing, and 55% in mathematics.

*indicates children beginning year below expected attainment. E indicates EAL.

Of these children almost all made at least 3 steps progress over the year(93% reading, 60% writing, 73% maths).

*

*

*

***

**

****

*

*

*

EEE

EE

E

EEEE

EE

E

E

EE

EE

EEE

E

No data to compare

Below start

No progress

1 sub level above

2 sub levels above

3+ sub levels above

Key to cell colours

P

2008 - 2009

End of Year teacher assessment for the class

Subject 2+ 1B+ 2B+ 1A+ 3 2B+ APS

Reading 86 55 62 38 17 14 15 9.4

Writing 72 62 59 41 10 14 14 9.0

Maths 100 69 79 52 14 14 16 10

Subject 2+ 1B+ 2B+ 1A+ 3 2B+ APS

Reading 74 53.8 63 42.3 37 7.7 15.5 7.8

Writing 78 53.8 63 32.7 22 3.8 14.5 7.7

Maths 78 51.9 63 30.8 33 7.7 15.4 8.0

Indicates end of Year 1 percentages

2007 - 2008

2008 - 2009

Where to now?

• 2 more teachers taking part in collaborative AfL project

• Greater use of visualiser and microphone• Develop work on question types• Separating pink level further• Story-making to be implemented across

school• Parents / carers workshop in October

In conclusion I now feel…• More confident to slow down the teaching process and do

what I know feels right – sure I’m doing the right thing for them and for me

• More enthusiastic again about my teaching and the experiences I am offering the children

• Motivated to keep trying new things…use of questions, refining our ‘reading bubbles’, story-making, planning for a creative, linked curriculum

• Collaborative research is very powerful and motivating• And lastly Delighted I was able to take part in Croydon Collaborative

Enquiry Project – thank you Ann and Margaret