estyn.llyw.cymru estyn.gov.wales
Active and experiential learning
Effective foundation phase practice in delivering literacy and numeracy in Year 1 and Year 2 December 2017 The purpose of Estyn is to inspect Every possible care has been taken quality and standards in education and to ensure that the information in this training in Wales. Estyn is responsible document is accurate at the time for inspecting: of going to press. Any enquiries or comments regarding this document/ • nursery schools and settings that publication should be addressed to: are maintained by, or receive funding from, local authorities Publication Section Estyn • primary schools Anchor Court • secondary schools Keen Road Cardiff • special schools CF24 5JW • pupil referral units or by email to • all-age schools [email protected]
• independent schools This and other Estyn publications • further education are available on our website: www.estyn.gov.wales • independent specialist colleges • adult community learning This document has been translated by Trosol (English to Welsh). • local authority education services for children and young people © Crown Copyright 2017: This report may be re-used free of charge in any format or medium • teacher education and training provided that it is re-used accurately and not used in a misleading context. The material must • Welsh for adults be acknowledged as Crown copyright and the title of the document/publication specified. • work-based learning • learning in the justice sector
Estyn also: • provides advice on quality and standards in education and training in Wales to the National Assembly for Wales and others • makes public good practice based on inspection evidence Contents Contents
Introduction 4 Background 6 Main findings 10 Recommendations 14 Standards in literacy and numeracy 16 Pupil voice and independence 33 Provision for literacy and numeracy 38 Teaching and assessment 44 Leadership: 56 • role of the foundation phase leader • role of senior leadership • role of the local authorities and regional consortia Appendix 1: Case studies 63 Appendix 2: Questions for schools to consider 75 Appendix 3: Evidence base 77 Glossary 79 References 80
3 Introduction
4 Introduction Introduction
This report is written in The report is intended for the Welsh response to a request for advice Government, headteachers and staff in schools, local authorities and regional from the Welsh Government in consortia. It may also be of interest to Common the Minister’s annual remit letter those working with teacher training characteristics to Estyn for 2016-2017. The institutions. report focuses on how schools The report draws on evidence apply effective foundation collected during primary school phase practice in delivering inspections since 2010. For this survey, literacy and numeracy in Year we also visited twenty-seven schools across Wales to observe foundation 1 and Year 2. It builds on the phase practice in delivering literacy Findings toolkit produced by Estyn in and numeracy in Year 1 and Year 2. 2009, ‘Play and active learning, The report includes examples from a toolkit for Foundation Phase lessons and case studies outlining practitioners’. It also includes an how schools overcome perceived evaluation of current practice. barriers to apply sound foundation phase practice when delivering literacy and numeracy in Year 1 and Effective Year 2. Schools may wish to consider practice these examples. In addition to this written report, Estyn has worked with schools to produce an online video to exemplify good practice. This is intended to stimulate discussions within and between schools, local authorities and regional consortia. Case study
Questions
5 Background Background
The introduction of the Schools introduced the foundation The curriculum is designed to be foundation phase curriculum phase in three stages. Twenty-two appropriate to a child’s stage of schools piloted it during 2004-2005. learning rather than focusing solely in September 2008 marked Children born during 2000-2001 on age-related expected outcomes. a radical departure from the were the first cohort to follow the Children are encouraged to move on more formal, competency-based foundation phase programme in these to the next stages of their learning approach associated with the pilot schools. In 2007-2008, it was when they are developmentally ready introduced in a further 22 schools. and at their own pace. previous Key Stage 1 National Children born during 2003-2004 were Curriculum. It was developed the first cohort to be assessed at the The National Literacy and Numeracy on the premise, backed by end of the phase in these schools. Framework (Welsh Government, 2013) was introduced and assessment international research, that the In 2008-2009, the foundation phase was rolled-out to all remaining against the framework became a adoption of an overly formal schools in Wales. In September 2010, requirement in September 2014. curriculum and extensive adult- the Foundation Phase Framework The framework was designed as a directed teaching before the for Children’s Learning became the curriculum planning tool, aiming to bring about a more coherent approach age of six or seven results in statutory curriculum for three to seven-year-olds. to developing literacy and numeracy lower standards of attainment across the curriculum. It sets out in the longer term. It was The Foundation Phase Framework clear annual expected outcomes in designed to promote discovery (Welsh Government, 2015), sets out to literacy and numeracy, with a view provide an experiential, active to improving pupils’ literacy and and independence, and placed approach to learning. It emphasises numeracy standards across Wales. a greater emphasis on using the importance of the child being at the outdoor environment as a the centre of all learning and the In 2014, an Independent Stocktake of the Foundation Phase (Welsh resource for children’s learning. significance of children’s wellbeing. It advocates a balance of child-initiated Government, 2014) took place. In and adult-directed activities. response to the findings in the report, the Welsh Government established a foundation phase expert group The following areas of learning to devise a long-term approach in are common to English and Welsh developing consistently good and medium schools: effective foundation phase practice • Personal and Social across all settings and schools. Development, Wellbeing and Cultural Diversity An important feature of the foundation phase was to reduce inequalities in • Language, Literacy and social and education outcomes. However, Communication Evaluating the Foundation Phase, Final • Mathematical Development report (WISERD 2015) reveals that the introduction of the foundation phase • Knowledge and Understanding is not, to date, associated with notable of the World changes in the differences in outcomes • Physical Development between boys and girls or those pupils who are eligible for free school meals • Creative Development and those who have special educational needs. The patterns that existed prior In addition, English medium schools to the introduction of the foundation provide Welsh Language Development. phase persist, namely that these pupils generally perform less well than their The foundation phase curriculum is a peers. However, despite this it does progressive framework that spans the appear that the performance of pupils four years, from aged three to seven. It involved in the initial piloting of the is designed to meet the diverse needs foundation phase approach appears of all children, including those who are to have improved compared to the at an early stage of development and attainment of earlier cohorts of pupils those who are more able. who went through the more formal approach associated with the previous key stage 1 National Curriculum.
6 Background
7 Background
This is particularly evident from data Successful Futures (Donaldson, 2015) Foundation obtained from the national pupil also states that ‘literacy and numeracy database about their performance in should be the responsibility of all phase terminology English, mathematics and science at the teachers and they should both be Where there is good foundation end of key stage 2. represented in the curriculum in phase practice there is an appropriate ways that ensure their progressive balance between continuous, In February 2015, the Welsh development for all children. Literacy enhanced and focused provision Government published Professor and numeracy must mean more with continuous provision being the Donaldson’s ‘Successful Futures, an than basic competence and must starting point and activities building Independent Review of Curriculum acknowledge their central role from this. It is important for the and Assessment Arrangements in in thinking and the ability to use development of pupils’ skills that Wales’ (Donaldson, 2015). language and number confidently and continuous provision is given high creatively.’ status, and that the majority of pupils’ Successful Futures proposes that time is spent using the continuous the curriculum in Wales should In support of these principles, the provision to develop these skills. ensure that children and young Foundation Phase Action Plan (Welsh people develop as: Government, November 2016) outlines a national approach to ‘continuously Continuous provision • ambitious, capable learners, improve the way in which the This term refers to the use of resources ready to learn throughout Foundation Phase is delivered in that are continuously available in the their lives schools and funded settings in Wales.’ indoor or outdoor classroom for pupils • enterprising, creative In line with the four core purposes of to use independently. The resources contributors, ready to play a Successful Futures, the Foundation should match pupils’ interests and full part in life and work Phase Action Plan outlines a set general stage of development, and of pedagogical principles, placing give them the opportunity to practise, • ethical, informed citizens of practical ‘hands on’ learning, and consolidate and extend their learning. Wales and the world children initiating their own learning, Generally, teachers designate parts • healthy, confident individuals, at its heart. The plan states that of the classroom to support different ready to lead fulfilling lives as ‘practitioners should plan the learning areas of learning, such as role-play, valued members of society environment carefully to reflect pupils’ construction, reading and creative interests and stage of development, so development. Schools refer to these as that they can ‘apply, use, consolidate areas of continuous provision. Where Successful Futures (Donaldson, 2015) and extend their skills’ using resources the continuous provision works well, states ‘nursery and primary school that are always available (continuous practitioners plan carefully to make sure leaders identified the ethos, principles provision)’. Practitioners should use that it meets the needs and reflects and pedagogy of the current extra challenges or tasks, which match the interests of each cohort of learners Foundation Phase as a significant the topic or the interests of pupils, successfully. Where pupils choose the strength of current educational using resources in addition to the area they want to work in, and what practice in Wales. A curriculum based usual continuous provision resources they are going to do there freely, this is on Areas of Learning and Experience (enhanced provision). They would called ‘child-initiated learning’. instead of subjects will enable schools combine this with adult-direction, to build on successful ‘Foundation’ which usually involves the direct practice into the middle and later teaching of a specific skill (focused years of primary education and provision). This can involve teaching beyond. A few schools have already specific skills, knowledge and concepts extended the ‘Foundation’ philosophy through whole class teaching, working and pedagogy into the 7–11 age in groups or alongside individuals in range in this way. Often they have the continuous provision. All of this found it successful in increasing should take place both indoors and children and young people’s outdoors, reflecting and engaging engagement and removing the children’s developing interests. subject barriers that are often seen as inhibitors to creativity and flexibility in the curriculum.’
8 Background
Enhanced provision Child-initiated learning This describes additions to the This is where pupils choose what and continuous provision to provoke how they learn. For example, they children to think more deeply, practise choose the area where they are going new skills, or learn new ways of working. to work and the resources that they Teachers add resources, questions or are going to use. They contribute suggestions to the continuous provision to choosing the topics and themes to help move pupils’ learning forward. that they study. Where this works Teachers plan additions linked to well, pupils have the opportunity the skills and concepts introduced to develop interests and to become during focused teaching, to spark increasingly skilful in different areas interest in a new topic or to enable an of learning. They embed the skills individual or group of pupils to follow they are learning through focused a particular thread in more depth. The tasks well by practising them in a enhanced provision will change over context that they have chosen. Where time, to support pupils’ learning as there are good opportunities for it develops. Occasionally, enhanced child-initiated learning, pupils develop provision resources become part of confidence and persistence, and learn the continuous provision as pupils to take risks and solve problems. progress. Where practitioners choose the enhancements and require pupils Adult-directed learning to work in a specific area, this is This is where teachers and other ‘adult-directed learning’. If pupils practitioners lead the learning, choose the enhancements, and where through direct teaching, or planning they work, this is ‘child-initiated learning’. enhancements and directing pupils to complete specific tasks in the Focused provision continuous or enhanced provision. This is where adults teach pupils specific skills, knowledge and concepts Learning through play through whole-class teaching, working Good foundation phase practice in groups or alongside individuals. allows pupils to learn through This is ‘adult-directed learning’. active involvement and exploration Where there is good foundation indoors and outside. This means phase practice, once the teacher has that they are often moving around, introduced a new skill or concept, talking to one another, thinking of pupils have the opportunity to and trying out different ways to do practice this in their play in the things. This is essential to develop continuous and enhanced provision. strong foundations for later learning, This provides a meaningful context including essential communication for pupils’ learning and helps deepen and physical skills. However, their understanding. occasionally schools misunderstand ‘learning through play’. They see this Where there is good foundation simply as a time for pupils to play in phase practice, skilful teachers have the different areas of learning when a thorough knowledge of child they have finished their ‘real’ work or development and the stages children to let off steam outside. They do not generally reach at different ages. They value what pupils achieve during their observe each cohort of pupils carefully play, plan carefully enough to make and get to know their needs and the time productive or work alongside interests well. They use this knowledge pupils to ensure that they get the to plan appropriate next steps for most out of their experiences. individuals and groups of learners.
9 Main findings
10 Main findings Main findings
Around a quarter of schools Standards in literacy and numeracy deliver the foundation 1. In a majority of schools, most 4. In around of quarter of schools phase well. In the other pupils develop effective speaking where pupils have meaningful schools, pupils have limited and listening skills. In these opportunities to write for a variety opportunities to practise their schools, teachers and support staff of purposes, most pupils develop literacy and numeracy skills engage with pupils regularly to confidence in transferring their extend their learning during child- understanding of the different independently, and are overly initiated activities. They provide forms of writing to other areas of reliant on adult direction. Many exciting contexts for learning and learning successfully. In around a of these schools, particularly this stimulates a rich response in quarter of schools, pupils do not in Year 1 and Year 2, focus too children’s spoken language. apply their writing skills across areas of learning well enough. much on making sure that 2. Teachers in around half of There is an over reliance on formal pupils attain well within a schools recognise the importance teaching and the use of worksheets narrow range of literacy and of ‘talking to learn’. In these or writing frames, to scaffold numeracy indicators, and this schools, most pupils demonstrate pupils’ writing. Teachers do not an increased understanding of provide stimulating opportunities impacts negatively on pupils’ language, have active imaginations, for writing during continuous broader development. and are able to use language to and enhanced provision, limiting explore their own experiences and pupils’ ability to write at length imaginary worlds. In a minority imaginatively and independently. of schools, where activities are adult-directed for most of the time, 5. Most pupils achieve well in there are not enough opportunities mathematics when they have lots for pupils to explore language by of interesting opportunities to talking to adults and other pupils use their skills through enhanced about topics that interest them. activities, both indoors and They do not develop an extended outdoors. For example, when vocabulary or become confident in learning about going on holiday, speaking to others. pupils use their knowledge of addition and multiplication to work 3. In a minority of schools, pupils out the cost of the holiday for one are immersed in a learning person and then for a family of four. environment that gives them numerous opportunities to read 6. In around a quarter of schools, a variety of texts and to practise pupils transfer their mathematical and improve their reading skills skills to independent activities throughout the day. However, well. For example, pupils weigh pupils’ progress in developing their porridge oats for ‘The Three Bears’ reading skills can be adversely in grams and accurately measure affected by having to adhere rigidly their footprints in centimetres. to a set number of texts from a When looking at a range of reading scheme. information, many pupils apply their numeracy skills successfully to record their findings and transfer them to a simple bar chart. However, in general, a majority of pupils do not interpret and extract information from data handling activities well enough.
11 Main findings
Pupil voice and Provision for literacy 11. In a few schools, appropriate foundation phase practice is independence and numeracy limited to afternoons only or one 7. The amount of child choice varies 8. Classrooms in nursery and or two afternoons a week, which considerably from class to class reception are generally set up conflicts with the pedagogy of and from school to school. In well to promote pupils’ learning the foundation phase. In these the most successful schools, the through doing, experiencing and schools, teachers do not always interests of pupils and their views finding things out for themselves. consider how they can make links are an important consideration However, in Year 1 and Year 2, between the areas of foundation in the school’s vision for many classrooms have a more phase learning well enough. improvement. Pupils’ opinions formal layout and the delivery Many of these schools have and feedback are a central feature of literacy and numeracy is often literacy and numeracy sessions in curriculum planning and too structured and adult-directed. in the morning only, and do not developing learning experiences. In these classrooms, pupils make the most of developing As a result, in many of these tend to sit at a desk for a large pupils’ skills throughout the day. schools, pupils work together proportion of their day and are well and demonstrate high levels not engaged sufficiently in active 12. In a few schools, teachers of engagement in their learning. and experiential learning. integrate the teaching of phonics, Where the delivery of the reading and specific writing foundation phase becomes overly 9. Teachers in around half of all skills in innovative ways during adult-directed and too formal in schools do not plan their work continuous and enhanced Year 1 and Year 2, pupils’ levels of effectively to ensure that pupils provision. They expand upon perseverance, and a willingness develop their literacy and them, often in innovative ways, to take calculated risks in their numeracy skills systematically during continuous and enhanced learning, reduces. These pupils enough across all areas of activities. This, allows pupils become less confident in applying learning. to practise and embed them, their literacy and numeracy skills with a good balance between independently across areas of 10. In a majority of schools, the experiential learning and formal learning. Overall, inspections learning environment, both aspects of teaching. However, identify more adult-directed indoors and outdoors, is not by Year 2 these skills are often learning than child-initiated well organised. Teachers do not taught in isolation. As a result, learning in Year 2. understand what good quality pupils’ literacy skills become continuous, enhanced and focused too narrow and teachers do not provision looks like. always encourage these pupils to write at length, independently, across areas of learning.
12 Main findings
Teaching and assessment 16. In addition, many schools feel 19. Leaders of schools with pressurised to prepare pupils consistently good standards 13. In a quarter of schools where formally for national reading and evaluate the progress and success teaching is effective, teachers numeracy tests, contributing to of initiatives regularly. They consolidate pupils’ literacy and wide variations in foundation consider the learning taking numeracy skills well. They teach phase practice. This is place and its impact on pupils’ a particular skill through a frequently at the expense of the outcomes and their attitudes to focused task, and plan exciting development of pupils’ creative learning. They are not afraid to and relevant opportunities to and physical skills. make changes if things are not practise, consolidate and develop working, and this empowers them this skill and to extend pupils’ to be innovative and try new learning during continuous Leadership ideas. and enhanced provision. Staff In most schools with effective facilitate, demonstrate and 17. foundation phase practice, 20. Where leadership is adequate collaborate in learning. They foundation phase leaders play or unsatisfactory, leaders motivate their pupils and use a key strategic role within the have a narrow view of the questioning to stimulate further, senior leadership team. They purpose of learning, they are open-ended learning. focus well on improving provision overly prescriptive in applying and raising pupil outcomes. They the Literacy and Numeracy 14. In many schools, teaching act as skilled role models to Framework, and they do not assistants, rather than teachers, model effective foundation phase understand the principles of the do most of the work outdoors, but principles and practice in teaching foundation phase well enough. a minority do not always have a and learning to colleagues. They As a result, they fail to identify clear understanding of foundation support staff in analysing data and address weaknesses in the phase practice or the learning robustly. delivery of literacy and numeracy objective. As a result, pupils do in line with good foundation not make enough progress in Where foundation phase leads phase practice. developing important skills in 18. are new to the role, they do not literacy and numeracy and are not always have the knowledge 21. In many cases, challenge advisers actively engaged in purposeful and understanding of effective do not have enough knowledge learning for considerable periods practice to deliver literacy and or experience of the foundation of time. numeracy well enough. Often, phase and its pedagogy. Because they do not receive training of this, they do not always 15. In many schools, processes for in the delivery of effective understand what constitutes assessing literacy and numeracy Foundation phase practices. This good standards of literacy and are too complicated and time in turn limits their ability to numeracy. This means that the consuming. They focus on support colleagues in modelling support and challenge they offer collecting a large amount of good practice when delivering schools sometimes contradict and information rather than analysing and planning for literacy and undermine effective foundation pupil progress over time, or numeracy activities across areas phase practice. identifying specific areas for of learning. development. In too many cases, assessment is used as a process to follow and is not diagnostic enough to inform future planning or ‘next steps’ for pupils.
13 Recommendations Recommendations
Schools should: Local authorities and The Welsh Government R1: Provide professional regional consortia should: learning opportunities for should: R8: Make sure that schools all foundation phase staff understand the pedagogy R5: Provide training for to make sure that they have of active and experiential the skills, understanding and headteachers to help them to identify, develop and share learning when developing a confidence to develop pupils’ new curriculum for Wales literacy and numeracy skills effective foundation phase practice R2: Ensure that foundation phase learning in Year 1 and Year 2 R6: Make sure that challenge classes is suitably balanced advisers identify, develop and between experiential share effective foundation learning and formal teaching phase practice and apply this knowledge when supporting R3: Plan regular opportunities for schools all pupils in the foundation phase to apply their literacy R7: Provide training for schools and numeracy skills in to help them to identify, enhanced and continuous develop and share effective provision areas, both indoors practice in teaching and and outdoors assessing literacy and numeracy skills in the R4: Involve pupils in Year 1 and foundation phase, across the Year 2 in decisions about areas of learning what and how they learn
14 Recommendations
15 Standards in literacy and numeracy Standards in literacy and numeracy Standards in literacy and numeracy
Around a quarter of schools In a minority of schools Standards of oracy deliver the foundation phase where staff understand and In a majority of schools, pupils well. In many schools, delivery implement good foundation develop effective speaking and of the foundation phase in Year phase practice in Year 1 and listening skills. In these schools, 1 and Year 2 has become too Year 2, nearly all pupils show staff engage with pupils regularly to extend their learning during child- formal. Pupils have limited increased motivation and initiated activities. They provide opportunities to practise their enjoyment of learning. This exciting contexts for learning and literacy and numeracy skills has a positive impact on the this stimulates a richness in children’s independently, and are overly standards they achieve. Active spoken language. For example, in a museum role-play area most reliant on adult direction. Many learning approaches and the pupils can talk confidently about the of these schools focus too much use of the outdoor learning artefacts and describe their purpose on making sure that pupils environment help pupils to be to visitors to the school. In a minority attain well within a narrow more engaged in their learning, of schools, where activities are adult-directed for most of the time, range of literacy and numeracy particularly boys. This develops there are not enough opportunities indicators, and this impacts pupils’ skills in oracy, reading for pupils to explore language by negatively on pupils’ broader and numeracy effectively and talking to adults and other pupils development. pupils apply these skills well about topics that interest them. They do not develop an extended across the foundation phase vocabulary or become confident areas of learning. Staff in in speaking to others. As a result, these schools plan in a creative few pupils develop an extended and imaginative way, making vocabulary or become confident in speaking to others. learning active and fun. As a result, many pupils that are In around half of schools teachers more able achieve well at the recognise the importance of ‘talking to learn’ and regularly retell or make higher-than-expected outcomes up stories using a variety of props in literacy and mathematical such as puppets, photographs and development. pictures. In these schools most pupils demonstrate an increased understanding of language and the image making involved in storytelling and writing. They have active imaginations and the ability to use language to explore their own experiences and imaginary worlds. For example, when using puppets to retell the story of Jack and the Beanstalk, they take on the personae of the different characters confidently. Most increase and enrich their vocabulary, use clear pronunciation and speak to different audiences with ease. These pupils transfer these skills to their writing, showing a good awareness of grammar, punctuation and the importance of engaging the reader. However, in many schools only a minority of pupils write at length for a variety of purposes.
17 Standards in literacy and numeracy
Standards of reading Standards of writing Standards of numeracy Many pupils develop their reading In a minority of schools where pupils In a majority of schools, pupils use the skills suitably through reading to have meaningful opportunities to correct mathematical terminology to solve problems or to complete hands- write for a variety of purposes, they discuss or solve problems confidently. on tasks. For example, a group of develop confidence in transferring For example, when they collaborate pupils follow a set of clues to find the their understanding of the different with each other to build a model next section of a story in the outdoor forms of writing to other areas of house in the creative area, pupils area and ask and answer questions learning successfully. For example, discuss size and shape confidently. about the story, before moving on to when learning about going on holiday, This flexibility and creativity enable the next clue. This approach develops most pupils can record information pupils to apply the skills learned pupils’ reading skills to a high level independently, using subject specific during focused teaching effectively. and increases their confidence when words, capital letters and simple For example, when learning about reading aloud to an audience. punctuation. Many of these pupils going on holiday, pupils use use opportunities during enhanced their knowledge of addition and In a minority of schools where activities to write postcards and multiplication to work out the cost of pupils are immersed in a learning to produce colourful information the holiday for one person and then environment that gives them posters. When outdoors, they make for a family of four independently. numerous opportunities to read a lists of what to take on holiday, and variety of texts and to practise their write descriptions of the resort and Most pupils achieve well in reading skills throughout the day, directions for getting to the airport. mathematics when they have most develop particularly good skills interesting opportunities to use their in reading. They understand that In around a quarter of schools, most skills through enhanced activities language conveys meaning and apply pupils do not apply their writing skills both indoors and outdoors. For this knowledge well when decoding across areas of learning well enough. example, they apply their knowledge unfamiliar words. However, this only They do not embed these skills of subtraction and addition in a happens in around half of schools. successfully in order to write using a garage role-play area to complete a variety of genres or to write at length. car hire form and an MOT certificate, In a minority of schools, pupils’ Many pupils become over reliant on and to work out the cost of repairs progress in developing their reading formal, directed teaching and the use accurately. Others create a healthy skills is hindered by having rigidly of worksheets or writing frames, to smoothie, listing and weighing the to follow a set number of texts from scaffold their writing. ingredients in grams, and work out a reading scheme. There is little what to sell them for to make a profit. choice about what pupils read and, as In a minority of schools, pupils plan These pupils select and use relevant a result, most become demotivated, and redraft their writing. Where this is mathematical operations and mental show little interest and see reading done well, pupils have a clear sense of strategies effectively. as a chore. what they want to write about and the correct format for the particular style In around a quarter of schools, pupils of writing. They are able to create a transfer their mathematical skills ‘bank’ of words and demonstrate and to independent activities well. For extend what they already know to example, pupils weigh porridge oats create interesting pieces of writing. for ‘The Three Bears’ in grams and accurately measure their footprints in centimetres. When looking at a range of information, many pupils apply their numeracy skills successfully to record their findings and transfer them to a simple bar chart. However, in general, a majority of pupils do not interpret and extract information from data handling activities well enough.
18 Introduction STANDARDS: COMMON CHARACTERISTICS
Common characteristics of schools where pupils achieve high standards in literacy and numeracy
19 Standards in literacy and numeracy
Schools with consistently high standards in literacy and numeracy Pupils regularly Year 1 pupils in a role-play often use a cross-curricular, topic- castle prepare invitations and a • exercise choice, participate, based approach. Teachers plan menu for the Queen’s birthday initiate and direct their own skills carefully, linked to the Literacy celebrations. They work out the learning and Numeracy Framework (Welsh cost of the food and then use Government, 2013), to support • learn from first-hand, their multiplication skills to work pupils’ application of literacy and experiential and practical, out the costs involved for 5 and numeracy skills across the foundation hands-on activities then 10 people. They prepare phase areas of learning. There is and rehearse a welcome speech, • experience an appropriate level a good balance of adult-directed improving their oracy skills. of challenge and support from focused activities and child-initiated the adults independent learning. Teachers develop interesting enhanced and • have access to a stimulating continuous learning activities to learning environment, both consolidate these skills further, indoors and outdoors, so that according to the interests and abilities good progress is made of the pupils in their class. • transfer literacy and numeracy skills across areas of learning confidently
20 STANDARDS: EFFECTIVE PRACTICE
Examples of developing effective practice in raising pupils’ standards of literacy Standards in literacy and numeracy
Oracy skills
What do pupils do?
What was the impact? Nearly all pupils are able to talk about their presentations clearly and can choose their words carefully to adapt to the role.
Many use adjectives well to describe the troll’s features and the food on offer in the café. After listening to the story of As part of a topic on foods from ‘The Three Billy Goats Gruff’ A few pupils that are more able around the world, pupils decide pupils, use their information use their knowledge of similes to to set up a global café in the and communication technology engage the listener effectively. role-play area. (ICT) skills to find information about trolls. Most pupils are able to give an They allocate roles and decide opinion clearly and articulate the what kind of conversations various They create an interesting main reasons behind it. characters may have. They adapt presentation about them. They their vocabulary accordingly, choose pictures from the internet, for example a food salesman, adding sentences to describe needing to be persuasive, an angry the picture, which they then customer complaining about the share with the class. During the food, and a waiter describing the presentation, pupils must use as food on offer. much descriptive language as possible to highlight the troll’s They rehearse various scenarios features and character. Following then act out a scene to the class. this, they work in groups to record Most confidently express opinions themselves, playing it back to and can adapt their vocabulary analyse how clear they have been easily. and to highlight any areas for improvement. They transfer this Pupils video each other and give dialogue to role-play scenarios constructive feedback about how talking about how they feel as the they could improve. troll when the Billy Goats try to cross their bridge.
22 Standards in literacy and numeracy
Context What do pupils do? What is the impact? A group of pupils map the They recall prior knowledge about Nearly all pupils build on course of a river using words the water cycle and rivers, and place words on the floor of the hall in a large previous experiences, making that they have collected from flowing movement. They intersperse themselves understood effectively their theme about water. these words with descriptions about by organising what they say and how the river is flowing. Where pupils choosing words deliberately. know the Welsh word, they match this They use a range of appropriate Seeking opportunities to the words on the floor. vocabulary confidently and recall to extend literacy and information, sequencing events correctly. Nearly all listen to numeracy skills through art In response to music played, pupils others with concentration and decide how they will depict the and music read words with accuracy. They journey of the river and work together develop their counting skills to plan a sequence of movements. and understanding of repeated They take time to reflect with the patterns successfully. teacher and analyse whether they have the descriptions in the right place and whether or not they need additional words or descriptions.
Once the pupils are happy with their performance, they think about and discuss how they can enhance it with music. They try out a range of instruments and describe the sounds they make and which parts of the story of the river they suit best. They work together to plan how to use the instruments and count the beats in the music.
Tric , slowly, s kl ly w ing, rapid iftly
Clou ntains, st all, mean d evapo ds u re rf de an rat , rain, mo am, wate ring, sea ion
afo ant, rhaea n, n d mynydd, r
23 Standards in literacy and numeracy
Reading skills
What do pupils do?
Pupils place five large hoops on Pupils identify key Welsh The class look at the frozen the floor, and label each one with a vocabulary related to the beach. ground. Pupils are curious to sound blend that they are finding This is followed by a visit to a know how small birds found food difficult. They take turns to throw local beach where pupils find the during the very cold weather, beanbags into the hoop that various beach related items and particularly when there was a frost. matches the sound blend identified read the word from the card. They They decide to use the library to on a card that they turn over. also identify and read other signs, research information about what such as shop names, and list items birds like to eat. They listen carefully, identifying sold at the beach shop. the letter sounds, and throw the They talk about the features of beanbag accurately. Once they On their return, pupils design and non-fiction books, locate the are able to do this confidently, help to build a class ‘beach shop’ index and take note of headings teachers increase the level of and decide what is to be sold. in order to scan for and locate challenge. Pupils then have to useful information quickly. They say a word containing the sound In the following role-play activities, apply their knowledge of high blend and throw the beanbag into pupils use their reading skills to frequency words to support them the correct hoop. support them in making labels and in reading the text and use their signs and to write a menu board to phonic knowledge well to decipher Pupils that are more able put display outside the shop. unknown words quickly. these words into sentences and write these down on a long roll of paper on the floor. They read these to each other.
What was the impact? All pupils enjoy what they are doing and are fully engaged in their work.
Most practise their reading skills and show that they are able to follow instructions successfully.
Many use a dictionary skilfully to support their writing and to find the meaning of words.
Nearly all develop their personal and social skills well, co-operating to work together in pairs, and sharing equipment effectively
24 Standards in literacy and numeracy
Writing skills
What do pupils do?
An autumn walk The Olympic Games Carrying cargo Pupils go on an autumn walk in During a topic on the Olympics, During a topic on water, pupils the school grounds, where they the construction area is set up look at constructing boats that find a worm. They are interested for the children to explore the can float and carry cargo. They to find out what other mini beasts different buildings and structures explore a variety of different are in the outdoor areas, so the in Brazil. Pupils spend time materials and spend time testing focus changes from collecting looking at these buildings and them on water and evaluating and sorting autumn leaves to which construction resources best them before looking in more collecting and sorting mini beasts. resemble them. detail at different weights.
They look closely at the Christ Impact Impact the Redeemer statue, using a Pupils’ literacy skills are 360-degree viewer on a computer Nearly all develop their enhanced and developed as tablet to look at it from other oracy and problem solving they learn new vocabulary for angles. Pupils find large boxes skills effectively when talking about, describing and and crates and create similar discussing which design writing about what they found. structures in the outdoor area. was the best for the boat. This activity then moves on with the challenge set for Pupils develop their numeracy Impact skills effectively through a group of pupils to make handling data, sorting and Pupils independently write their own boats from any counting the mini beasts. clear instructions about items available to them in how to make a model of the classroom and outdoors. the statue and a factual The only instruction is pamphlet about the Olympic that it must carry as much Games and its history, using cargo as possible. Pupils interesting vocabulary. confidently make, test and evaluate the boats. Finally, they independently write up the instructions for the best designs so that other pupils can follow them to make their own version.
25 Standards in literacy and numeracy
Context What was the issue? What do pupils do? A group of pupils use Staff are concerned that pupils’ Pupils make porridge following a set ‘The Magic Porridge Pot’ literacy skills are not developing of written instructions. They take part well enough through child-initiated in sensory activities, such as writing as a stimulus for re-telling learning. In order to address this the words of the week in wet porridge a familiar story. they decide to increase the number and dry porridge oats, feeling the cold of enhanced activities to focus on porridge and writing lists of adjectives developing specific literacy skills. to describe it.
They work in groups and individually to complete character descriptions and to tell the story using a puppet theatre. They record the puppet show, then watch it back and evaluate their performance.
What is the impact? Nearly all pupils talk about things they have made or done, explaining the process clearly. They are able to retell narratives that they have heard often, sequencing events correctly. Most read for information confidently and when writing use specific words related to a topic. They talk about what they are going to write, which supports purposeful writing.
26 STANDARDS: EFFECTIVE PRACTICE
Examples of developing effective practice in raising pupils’ standards of numeracy Standards in literacy and numeracy
Number skills
Context What do pupils do? High performing schools share Pupils practise their recall of number a passion and vision for making Pupils practise their recall of sure that pupils have plenty of number bonds and doubles bonds and doubling of numbers to 10 as a group indoors. opportunities to be physically while developing their gross active and learn outdoors. They believe that this leads motor skills and building Once outdoors, pupils work in pairs. to high levels of engagement They read the number on a card and physical strength and stamina. and involvement from the double it mentally. They then check pupils, which in turn leads to the ‘how to travel’ card to see how high standards. Teachers find they should travel from the starting imaginative ways for pupils point to a bucket with the correct to develop and apply their answer on it. mathematical skills across the curriculum through active They run lightly, skip, and hop on learning in the outdoors. different legs, take small jumps, big jumps or gallop to travel to the answer buckets in the correct way. Once there they pick up their ball and place it in the bucket. What is the impact? Most pupils use mental recall of Some of the buckets are set higher up number facts to 10 to double and on a wall to encourage stretching and halve numbers accurately. They throwing skills. select and use relevant number facts and mental strategies quickly, Pupils check that they are right by recalling doubles and near doubles looking at the correct answers under to 10 correctly. Nearly all pupils the flaps on the ‘checking board’. If co-operate well with each other they are correct, they put a point up and talk about what they are doing on the tally chart and begin again enthusiastically. Most read words with the next number card and ‘how accurately and follow instructions to travel’ card. successfully. Nearly all understand and use relevant mathematical vocabulary appropriately.
10
8 2
28 Standards in literacy and numeracy
Number and measuring skills
Context Pupils transfer mathematical skills to play and classroom activities
What do pupils do?
In a ‘pop up’ bakery in the role-play Pupils use the story of ‘Charlie Pupils discover ‘dinosaur bones’ area, pupils weigh, measure and and the Chocolate Factory’ as buried in sand outside. They use cost ingredients to make cakes. a stimulus to design and make paint brushes in different sizes to their own chocolates. They excavate and clean them. They They read the recipe instructions, calculate the costs by visiting a carefully uncover and piece back accurately weighing out local supermarket to look at what together to create the full skeleton ingredients and design posters chocolates sell for. of the dinosaur. They compare this for opening and closing times, to their own bodies, estimating the costs of various cakes and to They conduct a survey of pupils’ how much longer it is. advertise the shop. favourite chocolate in order to decide what sort to make. They decide to find other body Pupils decide how much each Different groups measure and parts in the outdoors. For example, cake should be sold for to cover weigh ingredients to make white some find sticks for smaller bones the cost of the ingredients, and flavoured chocolates in and small stones as teeth. This working out answers by applying different shaped moulds. creates lots of discussion and their knowledge of addition and estimates about size. multiplication. They design clocks They sell these in the summer to display opening and closing fair and take charge of marketing, Pupils then create dinosaur times and write a weekly timetable, packing and selling the items. footprints of different sizes on which varies according to the need After the event they workout the the yard, using coloured paper, to have early closing. profit margin and design a simple measuring and cutting them out bar chart depicting the most carefully. They estimate how many The shopkeeper and shop popular items sold. pupils’ feet will fit in each footprint. assistants work out how much change they need to keep in the Pupils that are more able take till to be able to give customers this further and decide to map change quickly. out the size of another large 40m dinosaur. They use a trundle wheel to measure it out and then they record this on a tablet computer and mark it out in chalk so that other children can see how big a Diplodocus was.
29 Standards in literacy and numeracy
What was the impact? Most pupils use every day mathematical language to talk about their own ideas and use checking strategies to decide if answers are reasonable.
Many pupils find totals and give change for items up to £1.
Many pupils demonstrate a good understand of and accuracy in weighing items in grams.
Most pupils read and set times in hours and minutes on a clock, including half past and quarter to and quarter past.
Many pupils use their knowledge and practical experience to inform accurate estimates of length, using standard and non- standard measurements.
30 Standards in literacy and numeracy
Number and mathematical reasoning skills
Context Pupils transfer mathematical skills to play and classroom activities
What do pupils do?
Pupils look at a bag full of clothes Pupils read word problems based Pupils follow a set of instructions that have been mixed up in the around sharing out gold coins outdoors to find and solve wash. They sort them into small, from a treasure chest discovered mathematical problems hidden medium sized and large. by pirates. outside. As they do this, they draw a simple map of their journey. This The pupils discuss how they can Examples of problems are: involves counting out their steps and measure the clothes and what the number of forwards, backwards, If you share four gold coins sort of equipment they need to do left and right paces needed. They between four pirates, how many the measuring. A few are familiar write the number of steps onto their gold coins will they get each? with standard measures and use map and use arrows to identify left a ruler or metre stick while other Pupils use magnetic, toy fishing rods or right turns, and whether these are use non-standard measures. They to fish for the correct number of half or full turns. sort the clothes into the correct coins in the water tray. They collect piles and justify their choices when the correct number of pirate cards They work in pairs to find the challenged by an adult. and work practically to solve the clues and solve them using their problem. They record the number mental recall of number facts. For sentence to show the answer. example, they find and hook ducks that have numbers on the bottom. They have to add the two digits together, then double or halve the answer. Pupils also find clocks and have to move the fingers to show different times including half past and quarter to and past. Pupils that are more able have then to show what the time would be an hour later or four hours later.
What was the impact? Many pupils use their 2, 3, 4 5 and 10 times table to solve division problems and begin to understand remainders.
Most select and use relevant number facts and mental strategies confidently.
Many sort items by size accurately and explain their thinking clearly.
Many pupils present their work pictorially in the form of a map, showing clear directions, and using non-standard measurements and an awareness of directional turns.
Pupils that are more able can read and change the time accurately on an analogue clock.
31 Standards in literacy and numeracy
Measuring and mathematical reasoning skills
What do pupils do? What is the impact? Pupils express an interest in building their own den during a Forest School Most pupils listen to others with attention and respond appropriately. session. They discuss what they need to construct the den, and how many Many talk about things they make, explaining the process, take part in people need to use it. activities with others and talk about what they are doing.
They discuss how they will build it, for Many transfer mathematical skills to play and classroom activities example using rope, knots, tarpaulin and confidently; they select appropriate equipment and resources independently. supports. They collect the supports and then estimate lengths required. They Most use their knowledge and practical experience to inform estimates and ask questions such as ‘Is it taller than are able to use mathematical language to talk about their choices. me? Is it straight? Is it long enough for the cover to fit on securely?’ They Most use non-standard and standard units to measure length accurately. use the appropriate support sizes and covers to construct the den.
Another group decide that they want to light their own fires. Instead of using the fire pit, they choose objects, such as a shell, small fire bowl and camping tin. They talk about the three different elements required to make a fire.
air
fuel
spark
They discuss health and safety implications. They collect sticks and use protocols to decide if they are dry, for example ‘you can hear them snap’. They make accurate estimates based on the sizes of the containers being used to make the fires.
32 Pupil voice and independence Pupil voice and independence Pupil voice and independence
Guidance about successful When teachers limit pupils’ input, These schools often run literacy or foundation phase practice learning becomes more adult-directed numeracy ‘booster’ classes for more and too formal. They lose the flexibility able pupils in Year 1 and Year 2. In highlights that schools should to react to pupils’ changing interests one school, pupils are inspired by plan and structure the curriculum or to respond to an event that has ‘The Enormous Crocodile’ by Roald and learning environment to captured the pupils’ imagination. This Dahl and write a report about a enable pupils to be actively rigid approach often reduces pupils’ missing crocodile in the local area. enjoyment and engagement in learning Pupils decide to make and hide involved in what and how and limits their independence. In crocodiles around the local area they learn. In schools where classrooms where learning is more for others to find. A local farm park pupils are directly involved in adult-directed, staff do not involve hear about this and invite the group planning, teachers enhance pupils well enough in making decisions to see their baby crocodiles. This about what and how they learn. As leads to pupils creating high-quality their independent learning a result, these pupils become less information booklets, which they experiences successfully. confident in applying their literacy and display proudly. Pupils involved enjoy numeracy skills across areas of learning their learning and feel empowered to independently. Overall, inspections contribute their own ideas. Teachers identify more adult-directed learning in these situations become confident than child-initiated learning in Year 2. facilitators and allow pupils to take ownership of their learning. In many successful schools, the interests of pupils and their views However, in general, the amount of are an important consideration in child choice varies considerably from the school’s vision for improvement. class to class and school to school. In Pupils’ opinions and feedback are a a minority of schools, pupils perceive central feature in curriculum planning child-choice as being allowed to and developing learning experiences choose once they finish their work, in the foundation phase. In these which is not in keeping with good schools, teachers ask for pupils’ input foundation phase practice. at the initial stages of planning and record what they already know and what they would like to find out and regularly adapt their planning when pupils bring items from home. At the end of a topic they ask pupils what they have learned.
In a few schools, staff allow pupils to come up with lots of possibilities for literacy and numeracy learning activities and to vote to decide the most popular ideas that they wish to pursue. For example, a group of Year 2 pupils studying ‘Crwydro Cymru’ (Wandering in Wales) as their topic decide to set up a ‘Caffi Cymreig’ (Welsh café) and invite pupils from key stage 2 to attend. They set about making menus and adding up the cost of items sold. It is clear that these pupils feel they have influence over the direction of their learning and are very enthusiastic and engaged.
34 PUPIL VOICE AND INDEPENDENCE: EFFECTIVE PRACTICE Pupil voice and independence
Examples of developing pupils’ involvement in planning which topic to learn about and influencing subsequent literacy and numeracy activities
Context These real-life experiences are What is the impact? Using visits and trips to particularly useful in giving a Regular visits lead to notable engage pupils’ interests and to meaningful context for learners with English as an additional improvements in pupils’ raise standards and levels of language, or additional learning vocabulary. Pupils have pupils’ wellbeing, literacy and needs. They allow them worthwhile opportunities to numeracy to practise newly acquired practise and develop their vocabulary and to assimilate and numeracy skills in a real consolidate concepts and ideas. context. For example, a visit to the café helps to consolidate pupils’ understanding of 1:1 correspondence, counting and What do pupils do? sharing accurately, and adding and Pupils decide where they would subtracting while using money. like to visit in order to deepen their understanding of the topic or theme Pupils engage in meaningful they have chosen. role-play, and act out their shared experiences. Most pupils’ writing is more descriptive and they They ask questions before the visit, make good use of the vocabulary so that they can explore these during that they have heard during the and after the trip. visit. Pupils are eager to look at books linked to the visits, Pupils visit local cafés, walk to look at increasing reading opportunities a nearby building site, visit a vet, and and motivating pupils to look at go to the beach. fiction and non-fiction books in the enhanced provision.
Most pupils develop their digital learning effectively, as they create video diaries, make green screen books, look at location maps, and create graphs and charts.
Regular off site visits enrich and enhance pupils’ learning experiences and give variety and depth to the curriculum the school offers.
Engaging Meaningful Fun
36 36 Pupil voice and independence
Examples of developing pupil involvement in planning literacy and numeracy activities
Context What do teachers At the end of each week, pupils discuss what they have learned and Gathering pupils’ views on what and pupils do? what they have enjoyed doing. Staff they already know, what they At the beginning of each topic, teachers consult them on how to improve would like to find out and what plan a ‘knowledge harvest’ to find the activities. Two pupils fill out the out pupils’ previous knowledge and ‘what went well’ and ‘even better if’ they have learnt interests. This information informs a sheets to display on the walls. This medium-term planning matrix, enabling provides a valuable opportunity for them to plan activities to develop staff to evaluate the learning from the pupils’ key skills in oracy, reading, pupils’ point of view, allowing them to writing and numeracy, which they know improve the quality of the tasks and pupils will enjoy and find interesting. strategies as they go along.
Pupil ideas either compliment the What is the impact? original teacher ideas or replace them with a child-initiated concept or activity. Nearly all pupils are motivated and engage with their tasks. Most understand and demonstrate Teachers display ideas on a pupil voice how to apply their literacy and board in each classroom. Pupils add numeracy skills in different to the board throughout the topic, contexts successfully. either by writing on sticky notes, or by explaining their ideas to an adult who They complete a range of scribes for them. Teachers use these to literacy and numeracy tasks change, amend or add to the planning confidently and access resources for focused and enhanced provision. independently. All make at least good progress in developing their Small freestanding photo frames literacy and numeracy skills during contain activities from the pupil voice both focused teaching and in the board. Pupils read the information enhanced provision. in the frame and then identify which area of learning is best suited to Classroom culture ensures that completing the task. They complete pupils are very comfortable with the activity in the area of provision suitable degrees of challenge. they select. Teachers expect pupils to Where support is required, pupils self-differentiate the activities based on use self-help and peer-to-peer their own judgement of their skill level. collaboration effectively before they seek teacher input.
Nearly all evaluate their own learning well via adult-led discussions and by assessing their own and the work of others.
Exercising choice
Ambitious capable learners
37 Provision for literacy and numeracy Provision for literacy and numeracy Provision for literacy and numeracy
Classrooms in nursery and In around half of all schools, there Teachers plan activities for continuous reception are generally set up are shortcomings in the provision for and enhanced provision areas that literacy or numeracy, and curriculum link directly to the specific literacy or well to promote active and planning does not always ensure numeracy skill, or learning intention experiential learning. However, that pupils develop these skills previously taught. They provide in Year 1 and Year 2, many systematically enough across all regular opportunities for pupils to classrooms have a more formal areas of learning. For example, apply and transfer their skills and there are limited opportunities for knowledge independently, indoors and layout and the delivery of pupils to apply and consolidate outside. literacy and numeracy is their knowledge of shapes through often more structured and drawing or making shape pictures In a few schools, teachers integrate the teaching of phonics, reading and adult-directed. In these in the creative area or to recognise shapes in the local environment. In specific writing skills in innovative classrooms, pupils tend to sit these schools, teachers do not always ways during continuous and enhanced at a desk for a large proportion consider how they can make links provision. They expand upon them, of their day and are not between the areas of foundation often in innovative ways, during continuous and enhanced activities. engaged enough in active and phase learning well enough. Many of these schools have literacy and This allows pupils to practise and experiential learning. numeracy sessions in the morning embed them, with a good balance only, and do not make the most of between experiential learning and developing pupils’ skills throughout formal aspects of teaching. However, the day. by Year 2, these skills are often taught in isolation. As a result, pupils’ literacy In a majority of schools, the indoor skills become too narrow and teachers and outdoor learning environments do not always encourage these pupils are not always organised effectively. to write at length, independently, There is a lack of understanding across areas of learning. of what is meant by good quality continuous, enhanced and focused Good schools with a lack of easy provision. In a few schools, good access to outdoor space for Year 1 foundation phase practice is limited to and Year 2 pupils overcome these one or two afternoons a week, which issues well by providing strong and conflicts with the pedagogy of the interesting learning activities and by foundation phase. As a result, pupils timetabling the use of the outdoors have limited opportunities to develop to support the development of their independence and are overly pupils’ literacy and numeracy skills reliant on adult direction. successfully.
Successful schools develop pupils’ literacy and numeracy skills through a range of stimulating hands-on learning experiences. They plan activities that stem from the pupils’ interests and needs. Focused tasks concentrate directly on teaching and rehearsing specific literacy or numeracy skills with adult support.
39 PROVISION FOR LITERACY AND NUMERACY: EFFECTIVE PRACTICE Provision for literacy and numeracy
Provision for the delivery of pupils’ reading, numeracy and problem solving skills
Context What do pupils do? What is the impact? Using small world equipment They read a letter from a fisherman Nearly all pupils express their imaginatively to develop called Dai Pysgod after a storm in the town where he lives. opinions well, and provide pupils’ reading, comprehension, appropriate answers, including reasons. numeracy and problem solving They read a set of clues to match the skills characters to their homes, for example They are able to apply a range of ‘Bold is the caretaker and he lives in the reading strategies to decode text school’. confidently and read aloud with attention to punctuation. They work collaboratively to decide where the characters go and support Nearly all look for key words to one another with reading and find what the text is about quickly. understanding the text. Nearly all apply their mathematical knowledge well to solve problems. They apply their mathematical knowledge to solve problems in order for Dai to deliver the correct amount Theme of fish to each character, for example: The class is studying ‘Water’ as its ‘I ordered two fish last week and this theme. week I would like double that amount’. Equipment required for the activity: • a village made of different colour houses including a school, garage and church • a range of different characters ‘Quiet time’ Developing • cards with written clues in a mixture of English and Welsh for contemplation independence in • cardboard or plastic fish and thought their learning
41 Provision for literacy and numeracy
Provision for the delivery of numeracy
Context What do pupils do? Pupils acting as the shopkeeper work out how much the shopper must Using a grocer’s shop in the They hold a dialogue using language pay and choose how many coins the role-play area to consolidate prompts, between the shopper and the shopper has to use to pay, using either shopkeeper. pupils’ understanding of three, four or five coins of different denominations. doubling numbers and using They act out a scene, in Welsh, from money in a mixed Year 2 and the time of O.M. Edwards to a high Pupils develop their own dialogues by Year 3 class standard. improvising and thinking about the characterisation. They practise their mathematical Accessing resources that enable skills learnt during the focused pupils to use choice and develop teaching session. What is the impact? independence in their learning Nearly all pupils strengthen their They adopt a persona, dressing up procedural mathematics skills as people from a bygone era and effectively. Consolidating and extending deciding between themselves which literacy and numeracy skills across roles they will take. They develop and extend their areas of learning vocabulary well, including learning interesting idioms. Pupils who are shoppers choose to buy items in twos in order to practise Pupils whose home language is doubling numbers. For example, not Welsh practise and embed they buy two apples at 23p, and two language patterns successfully, oranges at 17p each. including learning correct mutations.
Pupils learn to act out different roles confidently, developing their imaginations and creative skills well.
Nearly all pupils enjoy what they are doing and engage well in their learning.
£5.60
42 Provision for literacy and numeracy
Provision for the delivery of pupils’ reading, numeracy and problem solving skills
Context What do pupils do? What do staff do? Using the school grounds and They engage in learning outside and Staff plan a good balance of adult- local area to enrich pupils’ transfer skills confidently. For example, directed and pupil-initiated learning Year 1 pupils enjoy gathering pebbles to make sure that pupils make good learning experiences and to to make repeating patterns at the progress. They introduce new skills and promote interesting literacy and beach. They concentrate well to create concepts formally. numeracy activities a sculpture based on the artist Andy Goldsworthy’s work. They plan interesting scenarios to capture pupils’ imaginations. Nearly all discuss their work confidently with peers and staff and use features They use all resources within the school such as alliteration to create a name for grounds and beyond, well, for example the ‘Superhero of the Sea’. a ‘beach school’ classroom where staff teach health and safety matters before Most are able to operate simple ICT taking pupils down to the local beach equipment to scan the sand to find as part of their lessons. hidden treasure with a metal detector, and practise using simple co-ordinates They use the local town and nearby to map its location carefully. amenities, such as the beach, to stimulate learning. They all write detailed instructions to show how to make a shelter in the They demonstrate clear expectations for Forest School area. the pupils and monitor their progress carefully. They use their thinking skills effectively to solve problems. For example, when They complete evaluation sheets after a shelter falls down in the wind, nearly outdoor sessions to inform future all demonstrate resilience to rebuild the planning and to enable staff to adapt shelter successfully. They are confident lessons in order to reflect pupils’ to try again, readily discussing the interests and understanding closely. reasons for the collapse in a mature way with their peers. What is the impact? Pupils enjoy coming to school and are eager to take part in activities in the different learning environments.
Nearly all develop their independence well and learn to negotiate and co-operate with one another successfully.
There is a good balance between teacher-directed and child-initiated learning.
Teachers use the local environment effectively as a stimulating context to introduce and consolidate new skills.
43 Introduction Teaching and assessment
44 Teaching and assessment Teaching
In a minority of schools where In a minority of schools where the Inspectors find that, by Year 2, many teaching is effective, Year 1 and delivery of literacy and numeracy is teachers are not always offering good, teaching is strong, and staff continuous provision. In these classes, Year 2 teachers consolidate use a variety of teaching styles. They they enhance nearly all activities pupils’ literacy and numeracy facilitate, demonstrate and collaborate with the use of prompts rather than skills well. They teach the in learning. They motivate their pupils providing opportunities for pupils to skill as a focused task, but they and the quality of teaching is high try out skills independently and to across the school, with all staff using experiment with learning to practise also plan exciting and relevant questioning to good effect to provide and improve their skills. opportunities to develop this stimulating open-ended learning tasks. skill, and to extend pupils’ In many schools, teaching assistants Teaching assistants and teachers work work outdoors, rather than the teacher, learning, as part of continuous together well to plan learning and all and a minority do not always have and enhanced provision. They have high expectations of what pupils a clear enough understanding of take into account pupils’ prior can achieve, and understand their the learning objective. When this knowledge and understanding role in facilitating this. All staff are happens regularly, pupils do not make skilled in knowing when to intervene enough progress in developing key to provide suitable levels of and when to allow pupils time to skills in literacy and numeracy and are challenge. Teachers explain investigate for themselves. not actively engaged in purposeful what they want pupils to learning for notable periods. This In a majority of schools where learn clearly and simply and slows down their rate of progress over teaching is not as strong, there are time and frequently limits the amount encourage pupils to decide too many adult-directed literacy and of challenge provided for pupils that how they will tackle the task, numeracy based activities, and not are more able. allowing them to choose enough opportunities for pupils to apply their literacy and numeracy When headteachers and challenge equipment. skills independently. Adults spend advisers from regional consortia a majority of their time directing monitor the quality of teaching in pupils’ learning and do not step foundation phase classrooms, there back to observe pupils well enough. is sometimes a lack of understanding In addition, many schools feel of what good foundation phase pressurised to prepare pupils formally practice looks like. During monitoring, for national reading and numeracy there is often a conflict between the tests, contributing to wide variations amount and presentation of work in foundation phase practice. This that they expect to see in books and is frequently at the expense of the delivering good quality foundation development of pupils’ creative and phase practice. This is because physical skills. of a lack of understanding of the purposes of focused, enhanced and In many of these schools, both continuous learning experiences. the indoor and outdoor learning Many headteachers, who do not have environments are not always a foundation phase background, organised effectively. There is a lack require specific training around what of understanding of what good quality constitutes effective foundation phase continuous, enhanced and focused learning. provision looks like.
45 TEACHING: EFFECTIVE PRACTICE Teaching and assessment
Examples of effective foundation phase teaching in delivering literacy and numeracy in Year 1 and Year 2
Context What do pupils do? What does the teacher do? Using the story of the ‘Three Pupils discuss how they can measure The teacher shows pupils a bag full of Little Pigs’ as a stimulus for the clothes and what sort of equipment clothes that she has mixed up in the they will need to do the measuring. A wash and pupils sort them into the right work in literacy and numeracy few are familiar with standard measures clothes for each of the little pigs. For the in Year 1 and use a ruler or metre stick while purpose of this activity there needs to be other use non-standard measures a small, medium sized and large pig. according to their stage of learning. Enable children to apply, use, They sort the clothes into the correct consolidate and extend their piles and justify their choices when What is the impact? skills across areas of learning and challenged by an adult. Nearly all pupils listen to others with experience attention and respond appropriately. They watch a video clip of the big pig They are able to talk about things asking them for help to build a new they have made explaining the and better house. The pig has sent process. Most take part in activities Plan developmentally the pupils a letter with a challenge with others and talk about what they that he would like them to complete are doing confidently. throughout the week. Actively engage They communicate purposefully in writing and transfer their In groups, they build three new houses mathematical skills to play and using cardboard boxes, crates, foam classroom activities confidently. bricks and a range of materials. They Nearly all select appropriate note measurements and count how equipment and resources many bricks, boxes and crates to use. independently. They use their knowledge and practical They test each house by huffing, puffing, experience to inform estimates, and using fans. They take photographs using mathematical language to of the final product and send talk about their choices. Most instructions about how it was made to use checking strategies to decide the pig, using a tablet computer. if answers are reasonable, count reliably up to 20 objects and use non-standard and standard units to measure length.
47 Teaching and assessment
Examples of effective foundation phase teaching in delivering literacy and numeracy in Year 1 and Year 2
Context What do pupils do? What is the impact? Pupils receive a parcel from Pupils have a problem to solve – to Nearly all pupils show good the Pirate Barti Ddu. The pupils find which material will keep the pirate’s parrot dry in the rain. understanding of what they read the letter, which explains have heard by asking relevant questions to find out specific the science problem within the They make predictions based on information. They develop parcel that he needs help in previous knowledge, discuss ways to reading skills well and listen make the test fair and carry out the solving. to others with concentration, investigation. understanding the main points Posing interesting problems and asking for clarification if They record their findings during the needed. Nearly all share activities for pupils to solve using taught activity. literacy and numeracy skills and information to complete a task and use written language Pupils then write a letter back to the for different purposes, audiences pirate to explain their findings. or functions within play and Prompting pupils to think about structured activities. They use and reflect upon their learning Pupils sort the materials into two specific words that relate to experiences in order to extend hoops based on whether they would the topic with confidence and their learning when appropriate absorb or resist water. Correct use different types of recording scientific vocabulary is encouraged appropriate for the purpose. while discussing their findings.
Example questions – Do you think that this will absorb or resist water? Why?
48 Teaching and assessment
Effective teaching in delivering literacy and numeracy in Year 1 and Year 2
Where teaching is most effective There is a focus on developing pupils’ Practitioners take note of pupils’ ideas skills in the foundation phase areas of and encourage them to practise or learning. Plans cover experiential and apply specific skills in different areas active learning through continuous and independently. This helps pupils to enhanced provision as well as focused understand that teachers expect their teaching and can change in response independent work to be of a high quality. to pupils’ interests. All practitioners know how to support Planning links closely with pupils’ learning in the continuous and assessment and practitioners use daily enhanced provision areas. They make observations and lesson evaluations, sure that they understand when to step as well as skilful questioning, to make back and when to challenge pupils sure that pupils progress successfully. through skilful questioning, as well as when to step in with key information to Practitioners plan good quality practical move them forward. learning experiences in the enhanced provision as often as possible. Practitioners provide high quality oral feedback during focused sessions, There is a balance between supporting pupils’ progress well. teacher-directed and child-initiated learning. Practitioners incorporate a range of different direct teaching approaches, including working with the whole class and focusing on smaller groups or individuals.
49 Teaching and assessment
Examples of effective teaching
Context When teaching pupils to understand and use standard measurements, What is the impact? Using direct teaching and teachers set up a stimulating scenario Stimulating learning experiences in the classroom. They tape up an skilful questioning to support capture the interest of all pupils. pupils application of literacy area to look like an alien spaceship had landed and there is a letter from and numeracy skills in ‘real life’ Planning and teaching take the school’s police liaison officer account of the extremely contexts asking the children for their help important role of experiential to find out where the alien is and and active learning in developing what he looks like. Teachers use pupils’ literacy and numeracy skills. this opportunity to develop pupils’ numeracy skills when following Nearly all pupils learn to clues, for example by measuring the measure in centimetres and size of footprints using standard grams accurately. Most can read measurements and mapping out the and follow instructions highly site using co-ordinates. effectively.
Establishing a cooking station in Year Planning, teaching and assessment 2. Teachers use this well to develop link together effectively and meet pupils’ literacy and numeracy skills the needs of individual pupils well. in a very practical and enjoyable way. Teachers plan interesting and They provide differentiated recipes, authentic learning experiences which challenge more able pupils that engage pupils effectively and to halve or double the ingredients help them make good progress. to cater for different size groups of All staff use skilful questioning to people. They change the recipes every ascertain pupils’ understanding fortnight to provide variety. and to move their learning on.
50 Teaching and assessment
51 Teaching and assessment Assessment
In many schools, processes for In a minority of schools where In successful schools, teachers use assessing literacy and numeracy teachers understand and make a variety of assessment for learning skilful use of a range of assessment techniques well to promote pupil are too complicated and time strategies, there is constructive engagement and to assess pupils’ consuming. They focus on feedback to pupils that is focused understanding. They regularly collecting a large amount and purposeful and helps them to involve pupils in evaluating their own of information rather than make progress. Teachers celebrate learning and that of others. Skilled what pupils have done well and set teaching assistants are no longer analysing pupils’ progress over bespoke targets for improvement that spending too much time completing time, or identifying specific link to developing pupils’ literacy and administrative tasks such as sticking areas for development. In numeracy skills. These are not overly in examples of work, freeing them up the worst cases, assessment complicated and pupils understand to teach, assess and facilitate learning. them. Teachers often discuss success is a process only, and is not criteria with the pupils and provide In good schools, professional diagnostic enough to inform simple methods for pupils to evaluate judgements are tested, monitored future planning or identify ‘next their performance against them. and openly evaluated with colleagues and the senior leadership at regular steps’ for pupils. As a result, These teachers provide pupils with intervals. Teachers benefit from work seen in pupils’ books regular opportunities to improve suitably focused professional learning and in classes does not reflect their work and to respond to oral and opportunities to develop the effective teacher assessments accurately age-appropriate written comments. use of assessment. The performance This reduces the burden of recording management targets of teachers focus enough. copious amounts of information at on raising standards for the pupils in the expense of having high-quality their care. discussions with pupils.
52 Introduction ASSESSMENT: EFFECTIVE PRACTICE
53 Teaching and assessment
An example of effective practice in assessing literacy and numeracy in Year 1 and Year 2
Context Solution What is the impact? Refining planning and Where assessment is effective: The system is manageable and Teachers understand that planning assessment procedures to effective. make them more manageable carefully to meet the needs of all pupils, including the most and the and to help all pupils make It enables the teacher to assess least able, is essential, particularly in pupils successfully and plan to good progress mixed-age classes. meet their needs well, focusing appropriately on developing key Teachers identify which pupils are skills. Prompting pupils to think about doing particularly well, and which and reflect upon their learning pupils are struggling with concepts It allows the teacher to respond experiences in order to extend and skills. flexibly to pupils’ needs, interests and experiences. Pupils enjoy the their learning when appropriate Staff use this information to identify learning experiences and engage pupils’ differing needs across areas Planning developmentally well in their learning because of learning, and plan learning tasks appropriate, engaging learning teachers take pupils’ interests into flexibly to accommodate these. opportunities informed by regular account. observation and assessment of Teachers map the literacy and numeracy Pupils have a wide range of children’s abilities skills carefully to ensure progression experiences and opportunities to and consolidation, ensuring that they practise their skills in different are free to follow the pupils’ interests contexts, so that it is clear whether Problem when planning the context for pupils to they have fully understood them Schools often experiment with a learn and practise these skills. or not. number of different ways of assessing All the literacy and numeracy skills are pupil progress, during focused tasks, The teacher has valuable time to broken down into small steps. This in the enhanced provision and in the revisit any concepts or skills that enables the teacher to differentiate outdoor learning environment. pupils have not understood fully, work effectively, aiming for outcome 6, using different contexts. but providing appropriate opportunities Evaluation of this practice shows that to support the different needs of all only a minority of the observations are By the third term, pupils have pupils. useful in assessing pupils’ progress. regular opportunities to practise and embed different skills, They introduce literacy and numeracy particularly number skills and Systems are often too complicated and skills in formal teaching sessions, communication skills, as they use take a great deal of the teacher’s time at usually working with small groups. these daily in order to succeed the end of each week. Pupils then practise and experiment with other tasks. with their skills indoors and outside, Schools frequently collect many taking part in purposeful and observations on all children throughout meaningful activities across the the day. However, recording these is curriculum. time consuming and they are not all relevant when it comes to planning for the next steps.
Appreciate that Build strong learning is a journey Ensure that links with parents Ambitious, and that each child assessment and carers through capable learners needs to build on procedures are accurate regularly sharing what they already information know
54 Teaching and assessment
Examples of effective practice in assessing literacy and numeracy in Year 1 and Year 2: what we see in good schools
Context All staff provide valuable verbal Teachers provide valuable Developing effective feedback to pupils during focused prompt questions, which enable assessment for learning tasks and when accessing enhanced pupils to consolidate their and continuous provision. Pupils skills and improve their written strategies that have a positive are able to develop their ideas work. Teachers plan valuable effect on pupil outcomes further during the task and are opportunities for pupils to constantly striving to improve their respond to marking through, work. Teachers mark pupils’ work for example STAR time (Stop, Teachers and support staff pose simply and effectively. Marking Think and Reflect). This ensures challenging questions that focuses clearly on learning that pupils receive regular and encourage pupils to think and intentions and provides clear ways meaningful opportunities to make solve problems effectively. forward for pupils. improvements to their work. Example Cinderella is holding a dinner party. Teachers use assessment for The school has useful strategies There are a set number of chairs learning strategies effectively for target setting with pupils. For around a table. Teachers change to measure pupils’ interest and example, in Year 1, pupils make the number of chairs according engagement in enhanced and effective use of their ‘Assessment to pupils’ ability. Pupils have to continuous provision activities. for Learning Wall’ when reviewing place guests around the tables Pupils write how they feel the their targets. Pupils use target according to the number of place different activities went and how cards both during teacher settings. Teachers encourage pupils confident they were in completing focus, enhanced and continuous to discover how many different their work. Year 2 pupils develop activities. Once they meet their ways they are able to do this and to their understanding of how to target, they move the squirrel up choose the most appropriate way to self-assess their work successfully. the tree and then set new targets. record their work.
What is the impact? The school has a wide range of assessment for learning strategies that ensure that pupils take a full and active part in their learning. Pupils have a good understanding of what they are learning and how to achieve their targets. Pupils use a wide range of strategies successfully to respond to feedback and to make improvements to their work.
55 Introduction Leadership
56 Leadership Leadership Role of the foundation for teachers in leading and managing Where leadership is adequate or the increasing numbers of additional unsatisfactory, leaders have a narrow phase leader practitioners within their classroom. view of the purpose of learning, and they Where foundation phase leaders Where headteachers do not fully are overly prescriptive in applying the are new to the role, they do not understand foundation phase practice Literacy and Numeracy Framework and always have the knowledge and and pedagogy, they focus too much do not take account of the principles understanding of effective practice on test and assessment data. This of the foundation phase well enough. to deliver literacy and numeracy well results in a narrow curriculum where As a result, they fail to recognise and enough. Often they do not have access the foundation phase is marginalised, address weaknesses in the delivery of to bespoke training in the delivery of and this impacts negatively on pupils’ literacy and numeracy in line with good effective foundation phase practices. broader development. foundation phase practice. This in turn limits their ability to support colleagues in modelling good Leaders in the best performing schools In general, there is too much variation practice when delivering and planning ensure that all their foundation in the success of the transition from for literacy and numeracy activities phase staff have access to up-to-date the end of the foundation phase into across areas of learning. training. They train and develop all key stage 2. In a few schools, teachers staff to become highly skilled in order continue to provide opportunities for In most schools with effective to facilitate good quality learning pupils to practise and embed their foundation phase practice, foundation experiences to meet the needs of all learning through practical experiences. phase leaders play a key strategic role learners. Leaders are proactive in However, a majority of schools do not within the senior leadership team. accessing training and use internal fully understand the importance of They focus well on improving provision expertise to good effect. They forge remaining true to foundation phase and raising pupil outcomes. They strong links with other schools to principles. In these schools, teachers act as skilled role models to model share and model effective practice make pedagogical changes in Year 2, effective foundation phase principles and encourage teachers to look at and occasionally Year 1, to ‘prepare’ and practise in teaching and learning best practice case studies from Estyn children for key stage 2. These include to colleagues both within and beyond inspections and international research requiring pupils to sit for longer, to the school. They regularly scrutinise about how young children learn best. engage in a greater number of formal work, observe sessions, both formally lessons, and offering them less choice Such leaders create professional and informally, and review planning. of learning activities, especially learning organisations where staff are They support their team in analysing outdoors to consolidate these skills. reflective and self-improving. There is data and to track pupils’ progress in Such approaches are often unhelpful an open and honest culture where staff language, literacy and communication and, as a result, pupils’ progress in are happy to observe each other, model and mathematical development closely. developing and embedding their effective practice, make constructive This enables them clearly to identify literacy and numeracy skills slows. strengths and areas for development suggestions for improvements, and encourage innovation. Pupils’ outcomes quickly and work with the headteacher Role of local authorities to address them. generally improve year on year, particularly at the higher-than-expected and regional consortia Effective foundation phase leaders outcomes. In many cases, challenge advisers actively engage parents and carers do not have enough knowledge or in the school community. They In many schools where standards in literacy and numeracy in the experience of the foundation phase understand fully the important role and its pedagogy. Because of this, they play in their children’s learning. foundation phase are good or better, self-evaluation is a strong feature. they do not always understand what They run drop-in sessions to explain constitutes good standards of literacy and demonstrate effective teaching In these schools, leaders evaluate systematically the progress and and numeracy. This means that the and learning in developing children’s support and challenge they offer literacy and numeracy skills. For success of initiatives. They look at the learning that is taking place and what sometimes contradict and undermine example, workshops on teaching their effective foundation phase practice. children to read the signs around them the impact is on pupils’ outcomes and attitudes to learning. They intervene For example, during book scrutiny, they and recognise numbers and shapes sometimes place too much emphasis when out and about support parents in a timely manner to make changes if things are not working as well as on neatness and presentation of effectively in developing ideas to use to writing. Teachers then feel pressurised enhance their child’s learning at home. expected. They actively seek out professional learning opportunities to formalise learning and to scaffold to keep up-to-date with the most pupils’ writing so that it is not Role of senior leadership effective practice in the foundation representative of independent work. When headteachers understand and are phase, and are confident to introduce Writing in books can look impressive, supportive of foundation phase practice, innovative and creative approaches to but pupils cannot read it back with they access specific training and support delivering foundation phase learning. understanding or answer questions about what they have produced.
57 Leadership
58 LEADERSHIP: EFFECTIVE PRACTICE Leadership
Common features found in schools with strong leadership at every level, and high standards in pupils’ literacy and numeracy skills
A strong collaborative culture where staff plan and work closely together in There are effective procedures departmental teams. The foundation for identifying and addressing phase leader is part of the senior training and professional management team. development needs. Leaders identify specific expertise and examples of good practice in the Senior leaders have a good school during monitoring. They understanding of the foundation phase. share this through in-house training sessions, helping staff to The headteacher monitors the work support each other effectively. closely through leadership meetings, scrutiny of teachers’ planning and pupils’ books. They undertake regular A systematic approach to training lesson observations and talk often to ensures that all staff are familiar pupils. All staff, governors and parents with the requirements of the Literacy contribute to the process by taking and Numeracy Framework (Welsh part in ‘learning walks’. This results in Government, 2013) and know how to robust monitoring of the quality of the develop pupils’ literacy and numeracy curriculum, and its planning, delivery skills successfully through active and and impact on raising pupil standards. experiential learning. Teachers and By doing this, the school meets the support staff enter into high quality needs of the pupils very successfully. professional dialogue about the experiences pupils have and how they can develop these further.
60 Leadership
Developing a consistency of approach and expectation
What do well-led Senior leaders have a clear What is the impact? vision for establishing effective schools do? foundation phase practice in the There is an improvement in pupils’ They ensure a balance of experience literacy and numeracy standards. newly amalgamated school. They and expertise in both the foundation recognise their opportunity to Phase and in key stage 2 when they Practitioners have a clearer create a good quality foundation appoint the leadership team. understanding of how to phase learning environment. incorporate literacy and numeracy They are committed to ensuring activities into both indoor and that all staff across both phases They give professional development a outdoor learning activities in fun have a thorough understanding high priority. and interesting ways. of foundation phase principles, to support the development of a Leaders move staff around different There is a strong culture of sharing strong foundation phase pedagogy age groups regularly to build up their good practice within the school within the school. They believe experience and expertise across and and with other schools. that this approach results in between phases. the best literacy and numeracy Transition between phases is outcomes for all pupils, in both the Leaders encourage and enable all smooth because pupils have foundation phase and key stage 2. staff to access training regularly. developed strong independent This is linked to school priorities skills in the foundation phase and including foundation phase pedagogy teachers design the key stage 2 and developing pupils’ literacy and curriculum to make best use of numeracy skills across the curriculum. these skills. Key stage 2 staff make greater use of the outdoors and provide more opportunities for older pupils to develop their skills independently.
Free flow access in a cost to outdoorseffective way
Share and access expensive resources
61 Leadership
Developing a consistency of approach and expectation, with strong leadership, across federated schools
Common features An example of how one What is the impact? of well-led federations successful federation works The federation has robust systems Leaders within the federation of schools Leaders use meetings and training and procedures to monitor and have a clear strategic plan for the opportunities effectively to make sure evaluate teaching, learning and development of literacy and numeracy that there is a consistent approach provision across all settings. The skills within the foundation phase. across the federation in applying senior leadership team work well foundation phase pedagogy and with staff at every level to ensure Across the schools, there is an emphasis principles. that standards achieved across all on good foundation phase pedagogy schools are at least good. Leaders and this permeates all aspects of pupils’ All staff meet as teams regularly to use training and meetings to experiences. share good practice and look at areas communicate messages effectively. for future development. This helps The foundation phase ethos is at the pupils across the federation to make Clear communication around heart of all aspects of schoolwork, from good progress. effective foundation phase the planning of lessons to creating pedagogy ensures that there is a school environment that supports Staff across the federation work a good balance between child- pupils’ learning effectively. together to create clear documents and initiated and adult-directed toolkits that support pupils’ learning activities. Areas of learning are carefully thought out, and The focus across the federation is to well and ensure a consistent approach pupils are very independent and embed opportunities to develop pupils’ across the schools, while raising consolidate literacy and numeracy literacy and numeracy skills in the standards successfully. skills effectively. Useful guides planning and throughout the learning and toolkits enable all adults in environment. These help adults working in the the federation to work together different learning areas to understand effectively and to develop pupils’ expectations and support pupils skills progressively. effectively. For example, they may develop useful documents to help all All staff have a clear adults enhance pupils’ literacy and understanding of the requirements numeracy skills during focused tasks. of the revised framework These provide clear guidance on the including the requirements to types of questions that can be used and develop pupils’ literacy, numeracy helpful suggestions for ways to enhance and ICT skills, and of effective specific activities to enable pupils to foundation phase pedagogy. practice a taught skill further. Shared and collaborative training opportunities raise standards of Teachers plan ‘reflection on learning’ teaching and learning successfully. time and guidance, which highlight skills taught and possible areas for future development. This allows them to track quickly which areas they have addressed and which pupils they have worked with, in order to assess them effectively.
62 Appendix 1: Case studies
• Sandycroft Primary School • Tongwynlais Primary School • Brackla Primary School • Borras Park Community Primary School • Ysgol Gymraeg Cwm Derwen • Sealand Primary School • The Meads Infant and Nursery School • Ysgol Glan Gele Appendix 1: Case studies
Raising standards in literacy and numeracy by promoting pupil independence and engagement
Description of The school ensures that pupils work to a high standard in the continuous Sandycroft Primary activity/strategy provision areas. Pupils have their own School, Flintshire In the Year 1 and Year 2 department, continuous provision learning book planning for teaching and learning where they record what they have follows the principles, skills and range done while working independently. set out in the Foundation Phase This includes different literacy and Information about Framework. This provides pupils with numeracy challenges that they have the school a wide range of indoor and outdoor chosen to tackle. Pupils display learning experiences through the this work proudly on a ‘work wall’. Sandycroft Primary School is directed, enhanced and continuous Other pupils look at this regularly in Mancot, in Flintshire local learning provision. In order to reflect and this encourages them to have authority. There are 354 pupils’ current learning needs and a go themselves. Their peers offer interests, medium and short-term constructive feedback on how the pupils on roll. The school plans are flexible. Pupils help plan work could be improved. Most pupils has 14 single aged classes, the themes by sharing their ideas in a accept this confidently, showing including three nursery ‘topic talking tub’. strong levels of maturity, resilience classes. and a desire to produce the best work In order to ensure that all pupils make they possibly can. Around 24% of pupils are good progress, the school introduces new learning concepts through direct What is the impact? eligible for free school teaching. In lessons, there is always meals. The school identifies one adult-directed focused activity Nearly all pupils engage in their around 32% of pupils as involving a group of pupils. The rest learning enthusiastically and apply their literacy and numeracy having additional learning of the class practise and embed their skills by working independently on skills confidently in many different needs. Around 14% of continuous or enhanced learning contexts. Nearly all pupils are able pupils speak English as an tasks, linked to the theme or topic. to choose tasks independently and additional language and a This helps pupils to develop a wide work productively on their own and in small groups. They are able to plan, very few pupils speak Welsh range of skills successfully, while putting into practice new skills do and reflect on their work and that at home. Currently, around learned through the focus tasks. of others successfully. 5% of pupils are members For example, as part of a recent Nearly all make good progress with theme, the school linked the creative of the gypsy traveller their literacy skills, for example reading continuous provision area, to work community. fluently and extracting information on fairy stories. This inspired pupils from texts quickly and skilfully. Most to begin to write and film their own write effectively at length, making story. To do this, they chose costumes good use of language to add interest and props, and used equipment such to their work. Pupils develop strong as microphones and simple recording speaking skills, including negotiating devices. They discussed and wrote well with each other. the script, and negotiated roles successfully. While working on this Nearly all make good progress task, many pupils made good progress with their numeracy skills. They with their speaking and writing skills, develop their problem solving skills for example practising using speech particularly well, select and explain marks and exclamation marks, and their methodology clearly and have changing their voices to reflect the high expectations of what they can different characters. They developed achieve. their ICT skills further, through the use of a ‘green screen’ and by The school‘s end of foundation adding special effects for the chosen phase outcomes show an improving backdrop on their own. trend over time at the expected and higher than expected levels in literacy and numeracy.
64 Appendix 1: Case studies
Using ‘Big Questions’ and ‘Busy Bee’ planning to build independent learners
Description of Teachers’ response to ‘Busy Bee’ Tongwynlais activity/strategy planning During planning, preparation and Primary School Initial discussion with pupils assessment time, teachers work Year 1 and Year 2 teachers engage together, taking account of pupils’ pupils and include their ideas in ideas. They select from the pupils’ the planning process successfully. ideas and map activities that are rich Information about Previously, the stimuli used for in literacy and numeracy against the the school each fortnight’s planning were ‘Big Literacy and Numeracy Framework. Questions’. The ‘Big Questions’ were These activities usually become Tongwynlais Primary School effective in that they linked all of enhanced planning for that fortnight, serves the community of the learning over a period of time but can also be used as teacher the village of Tongwynlais in an organised and systematic way, focused activities. on the northern fringe of but staff found that the pupils were struggling to generate their own ‘Busy Bees’ Jobs Cardiff. There are 237 pupils meaningful ideas and lines of inquiry. Each day, staff enhance areas of on roll organised into nine The pupils needed more structure to learning in line with pupils’ ideas. They single aged classes. Around help them to generate ideas. Staff record the activities on the ‘Busy Bees’ Jobs board for the pupils’ reference. 16% of pupils are eligible decided to use text, such as a story, poem, non-fiction or an educational They change the activities throughout for free school meals and visit as a stimulus for each fortnight. the fortnight to maintain pupils’ the school has identified interest and enthusiasm. The ethos of around 31% of pupils as Text/stimulus sharing this system is very much about pupil The week before each text/stimulus choice, so teachers do not insist that having additional learning is to become the focus, the pupils all pupils participate in all of the ‘Busy needs. Very few pupils have take part in a planning session. Bees’ Jobs. As pupils are engaged in a statement of additional Teachers read a text either to or with the planning process, they are much learning needs. Around 6% the pupils and give them time to more likely to access the activities that discuss possible learning activities, they have planned or requested. of pupils speak English as to generate ideas and to refine any an additional language. No lines of inquiry. Pupils plan ideas, ‘Busy Bees’ Job Leaders pupils speak Welsh as their ensuring a breadth of different types After a while, teachers felt that they first language. of activities within different learning needed to make sure that pupils areas in the indoor and outdoor were engaging in enough of the environment. enhanced activities to meet learning objectives. As a result, nominated Year ‘Busy Bee’ planning 2 pupils, chosen on a rota basis and The pupils record their ideas for based upon their enthusiasm towards different learning areas in the activities, lead other pupils in Year 1 classroom by writing on sticky notes and Year 2 to access the ‘Busy Bees’ and attaching them to a ‘Busy Bee’ Jobs. These pupils wear bee boppers planning sheet. Teachers expect most and issue the pupils with a bee sticker Year 2 pupils to write at least one idea on completion of the activity. on the sticky notes independently, while staff support Year 1 pupils with The pupils place the stickers on the their writing if needed. The pupils are ‘Busy Bees’ Class Record Sheet. At used to this process and many talked a glance, it is possible to see which about the challenge of thinking of pupils have completed jobs and which ideas that would suit the different pupils have not. It is possible to see areas that they had set up in the whether any pupils miss activities classroom. The pupils thought that it on a regular basis. Teachers target was always easy to think of ideas for and encourage these pupils to access the creative area, but that some areas activities by choosing some of their required more thought. suggestions and making them ‘Busy Bees’ Job Leaders.
65 Appendix 1: Case studies
What is the impact? Nearly all pupils readily accept more responsibility for their own learning and display high levels of resilience. Most pupils access activities independently and complete them to at least a good standard. A small minority of pupils still need guidance and support; however, they respond well to the intervention from the timetabled, adult ‘facilitator’.
Nearly all pupils show good levels of collaboration and co-operation, concentration, persistence, creativity, evidence-gathering skills. Most develop good learning habits, which they transfer effectively into lower key stage 2. All make at least good progress in all areas of learning including literacy and numeracy, with many making accelerated progress.
Nearly all are better engaged in their learning, particularly the boys and less able pupils. Over time the quality of the pupils’ responses to the stimulus has improved and the breadth of their ideas has widened. Most speak confidently and clearly about the planning process and understand their part in it. School attendance has improved too and the school is now in the top 25% for attendance compared with similar schools.
66 Appendix 1: Case studies
The use of ‘My Time’ and outdoor learning in developing pupils’ literacy and numeracy skills
Description of What is the impact? Brackla Primary activity/strategy Nearly all pupils make good progress School Teachers initiated ‘My Time’ on Fridays with developing their literacy and to introduce pupils in Year 1 and Year numeracy skills. For example, they 2 to the book or theme for the coming read and understand how to follow week. This gives pupils the chance to instructions well, and they have a Information about contribute suggestions for activities in thorough understanding of place value. the school the different provision areas, involving They develop a greater sense of them effectively in their learning. resilience and are confident to try new Brackla Primary School learning experiences independently. is in Bridgend. There are Teachers use these suggestions to plan six activities that fit in with the They readily lead continuous provision currently 313 pupils on roll theme or book. Four are literacy activities, giving greater input into aged three to eleven. The and numeracy based, and the other what and how they learn. This has two focus on developing creative a notable improvement in their school has 10 classes in personal and social skills. total. Around 20% of pupils or physical skills. The activities can be undertaken indoors or outdoors are eligible for free school The quality of literacy and numeracy and may involve pupils spending all work in teacher-led focused learning meals. The school identifies morning outdoors in the extensive is of a higher standard and more about 31% of pupils as school grounds completing their tasks. closely tailored to pupils’ individual having additional learning Pupils can choose to complete the tasks needs. The school shares its effective in any order, either on their own, with needs. A very few pupils practice with colleagues and other a partner, or in a group. Staff set clear schools, upskilling staff and schools in speak Welsh at home and expectations for the quality of work the consortia. around 7% speak English as done and check the standard before an additional language. signing the work off. As a result, pupils make good progress and feel fully involved in directing their learning.
An example of the outside activities includes following a series of directional clues and then mapping out the route in pairs and writing down what they find at the end. This develops pupils’ understanding of left, right, forwards, backwards, more than and count on, and their ability to read the instructions and any associated numbers accurately. Pupils need to solve number problems through hooking a duck with a two-digit number on its base, then saying a number that is smaller than or bigger than or 10 or 20, more than or less than. More able pupils are challenged to add this number to other numbers, developing their understanding of hundreds, tens and units effectively.
67 Appendix 1: Case studies
Developing the indoor and outdoor environment and use of the locality to enrich learning experiences for pupils
The school developed an attractive Teachers use the local environment Forest School area, including a as much as they can to provide rich Borras Park durable shelter, and trained staff in learning experiences to support Community Primary its use. Teachers reorganised the pupils’ learning throughout the year. classrooms to make it easier to share For example, they visit the local hair School the outdoor areas and improved the salon after reading ‘Hugh Shampoo’, outdoor provision, building shelters, to see a hairdresser in action for ‘interest areas’, small allotments and themselves. They visit the supermarket Information about sand, water and construction areas. to buy ingredients for baking or to find Fairtrade products, and arrange to take the school Teachers plan timetables and rotas the school chickens to the vets for a carefully to make sure that all pupils check-up. They make maps, undertake Borras Park Community have equal access to the different Primary School is in Borras, traffic and housing surveys and provision areas. An internal review treasure hunts, and make observational in Wrexham local authority. of coverage and quality of provision drawings. Pupils visit the park with a It opened in September shows that there has been a clear local community group for litter picking, 2016 following the improvement in the quality and bird box building and environmental breadth of learning experiences and days, helping to develop their respect amalgamation of the Borras in pupil engagement, and that this has Infant and Junior schools. for the environment. They work with raised pupils’ standards. The learning the environmental team and develop The school continues to environment now provides good and maintain flowerbeds by the local operate on the original coverage and stimulating opportunities shops and their own small allotment. infant and junior sites, for pupils to embed skills across areas All of these visits provide a rich context of learning independently. which are a short distance for pupils’ learning and teachers plan carefully to make the most of the apart. There are 475 pupils Pupils use this area regularly to opportunities provided to promote develop and embed a range of skills. on roll, organised in to 17 their literacy and numeracy skills. For For example, they look after hens and classes. There is also a example, pupils give verbal instructions use their eggs in cookery lessons. The on how to dig out large weeds and turn Hearing Impaired Unit on area supports pupils’ problem solving over the soil ready to plant potatoes. site. Around 13% of pupils and application of numeracy skills Another group write out instructions on are eligible for free school well. Teachers give Year 2 pupils a how to do this successfully in order to blank grid sheet and their task is to meals. The school has get the maximum crop. Senior leaders locate and scan hidden QR codes identified about 18% of its regularly review the effectiveness of scattered around the Forest School provision by monitoring planning, pupils as having additional area. Pupils read these to extract through lesson observations and via learning needs. Around information on how to solve time staff and pupil feedback. 5% of pupils use English related problems involving analogue and digital times. To consolidate this as an additional language What is the impact? and almost all come from further, pupils play a game where the teacher shouts out a time and they run English speaking homes. Nearly all pupils enjoy their learning and squirt the corresponding analogue and are fully engaged in tasks, or digital clock face on laminated card. especially reluctant or immature Description of The school reorganised the classrooms boys. They develop as resilient to make it easier to share the outdoor and independent learners, capable activity/strategy areas. The learning environment now of transferring their skills across Improving the foundation phase provides good coverage and stimulating different areas of learning. learning environment was a high opportunities for pupils to embed skills There are improved literacy and priority in the School Improvement across areas of learning independently. numeracy outcomes, especially at the Plan. Teachers worked hard to raise higher than expected outcomes at the the standard of the indoor and outdoor end of Year 2. The highly effective environment with the aim of supporting use of the local area enriches pupils’ pupils’ literacy, numeracy, problem learning experiences and raises the solving and social skills effectively. school within the local community.
68 Appendix 1: Case studies
Creating a manageable system for planning and assessment better to inform provision and ‘next steps’ for pupils
Description of What is the impact? Ysgol Gymraeg activity/strategy Teachers plan effectively to develop Cwm Derwen Leaders created a bespoke planning pupils’ literacy and numeracy skills and tracking document for the across all areas of learning over time, school and tried it out in a few responding well to pupils’ interests classes. The document focuses on and needs. Planning builds on pupils’ Information about skills, allowing the teacher to be very previous learning successfully. Before the school flexible in the choice of context for implementing the new system, the the learning and to respond to pupils’ school asked teachers whether they Ysgol Gynradd Gymraeg developing interests as they emerge. found the old planning system easy to This avoided teachers just working use, and whether they could complete Cwm Derwen is a Welsh their planning within the allocated medium school in the towards expected outcomes, which tended to limit their expectations planning preparation and assessment village of Oakdale near and restrict progress for a few pupils. (PPA) time. Fewer than 50% responded Blackwood, in Caerphilly The tracking document includes the positively. local authority. There are literacy and numeracy statements In November 2016, school leaders 235 pupils on roll organised for the following year as well as evaluated the new system. This time the expected outcomes for the into 10 classes, including a over 70% stated that they could current year. This raises teachers’ complete their weekly planning within nursery class. Around 9% expectations and enables them to PPA time and that the system enabled are eligible for free school plan work at an appropriate level for them to plan opportunities across the meals. The school identifies more able pupils. areas of learning for pupils to develop around 28% of pupils as The new planning and tracking their literacy and numeracy skills. document shows the plan for the Over 80% of teachers feel that their having additional learning evaluations feed into individual pupil needs. Most pupils come coming week and pupils’ progress all on one page. Every teacher shows profiles effectively and enable them to from homes where English the aspects they plan to cover that track progress consistently, compared is the main language and week by highlighting the skills in the with less than 40% under the previous document. At the end of the week, the system. They stated that the system is about 7% of pupils speak easy to follow and implement and is Welsh at home. A very few teacher notes the progress made by each individual pupil using a ‘traffic purposeful. Teachers spend less time pupils come from an ethnic light’ highlighting system. Teachers planning and recording assessments, minority background. plan for the following week, taking making their job more manageable all pupils’ needs into account highly and enjoyable and leaving them with effectively. This includes which pupils more energy to use in the classroom. are ready to move on, and which need more support or time to consolidate their understanding.
Mapping the skills termly in this way allows teachers to plan creatively, following pupils’ interests and developing interesting themes across all areas of learning effectively. The planning is very flexible. It allows teachers to evaluate pupils’ progress weekly, and then adapt their plans to suit pupils’ needs.
69 Appendix 1: Case studies
Using assessment information to drive up literacy and numeracy standards
Description of What is the impact? Sealand Primary activity/strategy Teaching staff are better informed and School The school developed a computerised, more accountable for pupil progress live tracking programme, aligned and cohort reviews. Intervention closely with the school’s assessment programmes are more flexible and framework. Leaders identified this as relate more closely to changing needs. Information about a whole school improvement target, This allows the school to focus time the school ensuring that it was a high priority. and valuable resources where they This gives leaders and staff a clear make the most difference. Reviews Sealand Primary School and accurate picture of how well link well to consortium formal target pupils are progressing. The school setting times so that there is no is in Flintshire. Nearly all extra workload for staff. They inform pupils live locally with holds regular meetings on training days in January, April and July when all planning well so that teachers plan a few coming from the staff meet with senior management pupils’ next steps successfully. The surrounding area. There and department leaders to review school has improved its provision individual pupil progress in core and intervention approach because of are 210 pupils on roll, trends identified through this process. organised into eight classes. areas. Before the meeting, teachers prepare accurate progress reports Around 31% of pupils are Analysis of data shows that most linked to pupil target information. pupils achieve targeted outcomes. eligible for free school The system is very manageable and There has been a steady improvement meals. The school identifies instantly accessible, and teachers in foundation phase performance over around 25% of pupils as update it regularly. Leaders allocate the last three years, especially at the appropriate time for teachers to higher than expected outcome. having additional learning discuss and review pupil progress in needs. Very few pupils depth. This informs any necessary There is a consistent approach to have a statement of special changes to provision effectively. They whole school assessment, which education needs. Around monitor the impact of literacy and supports monitoring and accurate numeracy intervention programmes moderation effectively. Assessment 18% of the pupils have robustly and make necessary is well informed and encompasses English as an additional adjustments. The performance a broad range of data and teacher language. No pupils speak management cycle links to these pupil assessments, enabling the school Welsh as their first language. reviews and leaders challenge staff on to be very secure in its assessments under-performing pupils and support and levelling. Progress meetings them in accessing any additional offer all staff a positive base for training and support. dialogue. Meetings prepare staff for new cohorts and for parent teacher meetings well and support leaders in monitoring standards successfully. The next step is to combine additional learning needs formal reviews and to include teaching assistants in these meetings, thus upskilling them.
70 Appendix 1: Case studies
Developing a sound understanding of the foundation phase as a new headteacher with key stage 2 experience
Description of The barriers identified were: The Meads Infant activity/strategy • The school relied on a prescriptive phonic scheme that took pupils and Nursery School Initially the headteacher observed out of class and taught phonics in other foundation phase settings and isolation sought support and advice from the local authority advisory teacher and • Pupils had difficulty transferring Information about consortium challenge adviser. She phonetical knowledge learned the school conducted an audit of practice at the through the scheme into other areas school by observing classes alongside of learning The Meads Infant and the advisory teacher, undertaking • Tracking the skills coverage in Nursery School is in Milford learning walks and looking at the literacy and numeracy was not Haven, Pembrokeshire. The standards that pupils achieved. She consistent also asked teachers, learning support • Coverage in numeracy was school is a maintained assistants, parents and governors inconsistent and not all skills were nursery and infant school what they thought of the quality of being covered thoroughly enough for around 436 pupils foundation phase provision. She aged three to seven years, asked them to consider what the • Next steps for pupils’ development barriers to achieving excellent in literacy and numeracy were not organised into 16 classes. foundation phase practice were. She clearly identified There is a Flying Start unit collated this feedback to obtain a • Key questions and vocabulary on the school site, which clear picture of strengths and areas were not included in planning, caters for around 64 pupils. for development. and therefore at times important learning opportunities were missed The headteacher and teachers Around 30% of pupils are when delivered by other adults in recognised that, while there were the classes eligible for free school meals. strengths, they needed to improve The school identifies around standards and provision. The • Success criteria for lessons were 66% of its pupils as having standards in the national tests were not shared with pupils, so pupils additional learning needs, low, and staff identified standards were unable to move forward across the school in literacy and independently including a very few who numeracy as giving concern. have statements of special educational needs. Around 5% of pupils have English as an additional language. None of the pupils speak Welsh as a first language.
71 Appendix 1: Case studies
• Teachers and often learning support There were no teaching and learning What is the impact? assistants did not fully understand responsibility posts at the school, the purpose of activities, particularly so the headteacher and governors Many of the areas initially identified in continuous and enhanced restructured the staffing and as points for development have provision looked for strong practitioners to become strengths. The school take on these roles. The school has identified additional areas • Literacy and numeracy activities took the decision to pay learning for development with a focus on were not always meaningful or at a support assistants for additional developing pupils’ literacy, numeracy suitable level hours to contribute to planning and and ICT skills. There is better access • Teacher assessment was too assessment. to outdoor provision and classes generous make purposeful use of shared All teachers met in year groups for areas. Classrooms facilitate active • Staff had some misgivings that planning, preparation and assessment and experiential learning. Pupils managing pupils’ behaviour might time. The headteacher focused are a lot more active, and behaviour become more of a challenge if they training on areas where staff were and attendance have improved. The had more freedom less confident, for example in child- school, alongside the challenge • The organisation of classrooms did initiated learning and improving adviser, has identified four areas of not always support active learning continuous provision. practice worthy of sharing: standards – clear areas of learning were not and provision in Welsh; assessment Using the outdoors became a focus evident for learning; approach to physical for the whole school and staff. The literacy; and improving attendance. • The outdoor areas needed refreshing headteacher insisted that all staff Teacher assessment is more robust to include a greater focus on literacy took part in outdoor activities and and evidence based. and numeracy that outdoor provision was included consistently in the planning. She • Classes in different year groups were drew up a list of 24 non-negotiable not sited together and this made expectations for foundation phase it more difficult to share resources classrooms and checked progress or to facilitate cross year group against these regularly. Sharing working innovative lessons and demonstrating • Learning support assistants were not good practice in literacy and numeracy involved in planning became a priority in every staff • Planning was too complicated and meeting. not flexible enough
72 Appendix 1: Case studies
Ensuring high standards through providing exceptional professional development for all school staff
This gives staff the opportunity to Ysgol Glan Gele acts as a learning hub say if there is anything they do not for the local consortia to share best Ysgol Glan Gele understand. Leaders then provide practice. This ensures that their own training to address this. All staff have practice is current and broadens their an exceptional understanding of how knowledge base. Leaders and staff Information about to support pupils to make the best report that they learn as much from progress during lessons. working with other schools as schools the school learn from them. The headteacher is proactive in Ysgol Glan Gele is an infant identifying high quality training for What is the impact? school situated in Abergele, school staff. She researches national in Conwy local authority. award programmes in order to find Improving staff’s knowledge and understanding has led to improved There are 295 pupils on effective staff training in bespoke areas, such as ‘Learning outside the outcomes for pupils. The school has roll aged between three Classroom’, the ‘Primary Geography a clear commitment to ensure that and seven, organised into Mark’, the ‘Inclusion Mark’ and ‘Parent all staff have access to high quality 10 classes. Around 28% of Partnerships’. This upskills all staff training. All staff are clear about the expectations of the Literacy and pupils are eligible for free very successfully and makes sure that messages and practice are consistent Numeracy Framework and use it school meals. The school across the school. effectively to develop pupils’ ability to has identified around 51% transfer their skills successfully across The school is committed to training of its pupils as having areas of learning. There is useful all staff to deliver the curriculum professional dialogue between senior additional learning needs. effectively in both the indoor and leaders and class teachers about pupils’ Around 5% of pupils use outdoor environment. A number of skill development, enabling nearly all English as an additional staff have received accredited training to make outstanding progress. to deliver Forest School and Beach language and almost all School education. They share their The school’s focus on developing come from English speaking expertise in-house and with other a ‘language of practice’ is well homes. The school has a schools to develop best practice. embedded and all staff use skilful transient population due to questioning during lessons to develop The headteacher believes firmly that pupils’ thinking skills. Developing the nature of the area. all teachers have expertise to share, staff confidence and skills has led whether they are newly qualified or to improved teaching and learning more experienced. She makes the across the school. The high skill Description of most of what every individual staff level of the staff and exceptional activity/strategy member has to offer the school. subject knowledge ensure that nearly Teachers and support staff take part all lessons are engaging and often The school has developed its own in lesson observations and model innovative. This has a positive impact ‘language of practice’, which teachers best practice through ‘teaching triads’ on pupils’ attitudes to learning. use consistently to ensure that lessons Teachers take part in teacher swap are highly effective and are frequently sessions with other schools, and then Lessons, both indoors and outside, and judged as excellent, using a set of share findings with staff in their own the imaginative use of the locality specific criteria from the ‘Excellence in school on their return, for example allow pupils to consolidate skills in Practice’ training. All staff are involved around the use of effective questioning an experiential and stimulating way. in planning interesting and challenging and assessment for learning Sharing good practice on all levels learning experiences, which include techniques. All this contributes very develops staff expertise effectively. identifying clear expectations for what effectively to building a highly skilled This improves staff knowledge, which pupils will learn. and dedicated workforce. then has a direct impact on raising pupil outcomes.
73 Appendix 1: Case studies
74 Appendix 2: Questions for schools to consider Appendix 2: Questions for schools to consider Questions for schools to consider
1. How do you use experiential and 7. How do you link continuous, 13. How do teachers encourage active learning to motivate and enhanced and focused literacy pupils to think for themselves, stimulate pupils to develop their and numeracy activities, located solve problems and be creative? literacy and numeracy skills? indoors and outdoors? 14. In what way are your systems for 2. How do you raise standards of 8. How do you monitor and evaluate assessment effective, manageable literacy and numeracy through the provision you make for and not overly burdensome for improved use of active and experiential and active learning staff? experiential learning? to ensure good coverage of literacy and numeracy skills in 15. Outline senior leaders’ 3. Do you consider the work in Year 1 and Year 2? understanding of the pedagogy of pupils’ books as representing the foundation phase. what they are able to do 9. How do you ensure an appropriate independently? balance between experiential 16. How do leaders ensure that learning and formal teaching in literacy and numeracy are 4. How flexible is your planning? developing pupils’ literacy and delivered in line with good Do children make valuable numeracy skills in line with good foundation phase practice? How contributions to what literacy and foundation phase practice? do you monitor this? numeracy activities they think are working well and what needs to 10. Consider how well you use 17. What professional learning be changed? the locality to enhance pupils’ opportunities do you provide for learning experiences and staff so that they understand how 5. How well are pupils involved in to extend their literacy and to plan for and assess literacy and deciding the lesson focus, and in numeracy skills. numeracy across the foundation the planning and setting up of phase areas of learning? literacy and numeracy activities 11. What range of teaching and areas indoors and outdoors? approaches is used to develop pupils’ literacy and numeracy 6. How regularly do you alter your skills? Do staff act as facilitators, planning to respond to changing motivators, demonstrators and circumstances and to pupils’ collaborators in learning? interests? 12. How well do teachers and support staff understand when to intervene and when to stand back in pupils’ play / experiential learning?
76 Appendix 3: Evidence base Appendix 3: Evidence base Evidence base
The findings and During their visits, inspectors: The schools visited as part recommendations in this report of this study were: draw on the analysis of primary • observed foundation phase practice in Year 1 and Year 2 Ysgol Esceifiog, Anglesey school inspections since 2010. This evidence was supported • scrutinised pupils’ work Brackla Primary School, Bridgend by visits to 27 primary schools • met representative groups St. Gwaldys Bargoed, Caerphilly to observe foundation phase of pupils Ysgol Gymraeg Cwm Derwen, Caerphilly practice in delivering literacy and • reviewed a range of documents Tongwynlais Primary, Cardiff numeracy in Year 1 and Year 2. from schools, including curriculum plans and Ysgol Mynydd Bychan, Cardiff assessment materials Ysgol Gymraeg Teilo Sant, • interviewed teachers and Carmarthenshire school leaders Ysgol Saron, Carmarthenshire Ysgol Rhos Helyg, Ceredigion Ysgol Eglwysbach, Conwy Ysgol Glan Gele, Conwy Ysgol Melyd, Denbighshire Ysgol Bryn Collen, Denbighshire Sandycroft Primary School, Flintshire Sealand Primary School, Flintshire Victoria Primary, Vale of Glamorgan Ysgol Morfa Nefyn, Gwynedd Troedyrhiw Primary, Merthyr Tydfil Melin Infant School, Neath Port Talbot Ysgol Ifor Hael, Newport The Meads Infant and Nursery School, Pembrokeshire Oldford Infants, Powys Ynyastawe Primary School, Swansea Blaenavon Heritage V.C. School, Torfaen George Street Primary, Torfaen Borras Park Community Primary School, Wrexham Pentre Church in Wales Primary School, Wrexham
78 Glossary Glossary
Active learning Key stage 2 Gaining first hand experiences The legal term for the four years of through learning by doing and schooling in maintained schools in through play and hands-on Wales normally known as Year 3, Year involvement 4, Year 5 and Year 6, when the pupils are aged between seven and eleven Challenge Advisers Professionals who support schools to Learning Walk improve the quality of teaching and A formal or informal observation of learning and build leadership capacity teaching, provision or another aspect so that schools can successfully of school life, which is taking place deliver the agreed annual cycle of in a classroom or other learning school improvement environment Forest School National Literacy and Learning takes place in a woodland Numeracy Framework or natural environment and supports (LNF) the development of a relationship A skills framework developed by between the learner and the natural the Welsh Government. It became world using a range of learner-centred statutory in schools from September processes. 2013 and includes statutory assessment against the framework Foundation phase from 2014. It is designed to help An approach to learning for children teachers embed literacy and numeracy from three to seven years of age in into all subjects for learners aged five Wales. It is the statutory curriculum to fourteen. for all children in Wales between these ages in both maintained and Planning preparation and non-maintained settings. assessment time (PPA) Foundation phase Profile Time for teachers to carry out planning, preparation and assessment (FPP) activities during the school day A statutory national method for scoring the foundation phase Small world play outcomes and progress data. It Play where children enter an assesses children’s abilities and imaginary world where they can development in four areas of learning: create characters, develop stimulating • personal and social development, and unique ideas, and revisit and wellbeing and cultural diversity represent real-life experiences. It • language, literacy and allows development of language and communication skills, incorporating imaginative thinking. the literacy component of the National Literacy and Numeracy Framework [LNF]) • mathematical development, incorporating the numeracy component of the LNF • physical development
79 References References
Donaldson, G. (2015) Successful Futures Welsh Government (2014) An – Independent Review of Curriculum independent stocktake of the and Assessment Arrangements in Wales. Foundation phase in Wales: Cardiff: Welsh Government. [Online]. Final Report. Cardiff: Welsh Available from: (Online). Available Government. [Online]. Available from: http://gov.wales/docs/dcells/ from: http://gov.wales/docs/dcells/ publications/150317-successful- publications/140519-independent- futures-en.pdf [Accessed 26 July 2017] stocktake-of-the-foundation-phase-in- wales-en.pdf [Accessed 26 July 2017] Estyn (2009) Play and active learning – A toolkit for Foundation phase Welsh Government (2015) Foundation practitioners. Cardiff: Estyn [Online]. phase Framework. Cardiff: Welsh Available from: https://www.estyn.gov. Government. [Online]. Available wales/sites/default/files/documents/ from: http://learning.gov.wales/docs/ Play%20and%20Active%20 learningwales/publications/150803- Learning%3A%20A%20toolkit%20 fp-framework-en.pdf [Accessed for%20Foundation%20Phase%20 26 July 2017] practitioners%20-%20September%20 2009.pdf [Accessed 26 July 2017] Welsh Government (2016) Foundation phase Action Plan. Cardiff. Welsh Welsh Government (2013) National Government. [Online]. Available Literacy and Numeracy Framework: from: http://gov.wales/docs/dcells/ To support schools in introducing publications/161103-fp-action-plan- the National Literacy and Numeracy en.pdf [Accessed 23 October 2017] Framework. Cardiff: Welsh Government. [Online]. Available from: http:// WISERD (2017) Evaluating the learning.gov.wales/docs/learningwales/ Foundation phase: Final Report. Cardiff: publications/130415-lnf-guidance-en. Welsh Government. [Online]. Available pdf [Accessed 26 July 2017] from: http://gov.wales/docs/caecd/ research/2015/150514-foundation- phase-final-en.pdf [Accessed 23 October 2017]
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