Improving Attitudes to Literacy Project 2013/14

Improving Attitudes to Literacy Project 2013/14

Focused on specific literacy cohorts and using data analysis (whole school, boys, girls, Pupil Premium & ethnicity), the I-AL project was targeted specifically at children with low attainment levels across Key Stage Two and Year Seven.

This project was designed to allow staff from 12 schools to explore a range of text that will inspire them individually, as teachers and to share enthusiasm and enjoyments of the text with children.
Staff were trained in the art and skill of storytelling to support them bringing the world of stories alive for their children as another tool for engaging children into the world of storytelling.  
Schools also received quality texts to inspire staff and children to read.
The aim was to develop new approaches to ensure that CLP teaching staff were competent in using school based data to set improvement targets, to support reading, speaking and listening attitudes and in doing so, collaboratively raise aspirations & improve literacy attainment.
The I-AL project was all about meeting the individual needs of pupils so as an example, subject leaders from across the partnership of schools worked closely together as part of the approach. 
The CLP also commissioned the services of a Primary Consultant and a Creative Specialist to deliver high quality training,that was specifically tailored to meet the needs of the teaching group and the range of abilities of the target children identified.
Funding was made available to allow for 2 staff from each CLP school to be released to work in pairs to identify a target child, to monitor the impact of the input and output of the whole class. 
There was detailed analysis if the barriers to engagement by the staff involved and these were interwoven within the training experiences so that staff were able to reflect and adapt practice in the classroom.
Staff worked in pairs through the training, reflecting together and feeding back outcomes to their school literacy subjectleader. 
Additional features included appropriate resources being made available free of charge to CLP schools to engage children in reading and speaking and listening in the classroom environment. These included texts that could be used across Key Stages and on-line support materials.

Links to Ofsted:

“How effectively the school works in partnership with other schools, external agencies and the community (including business) to improve the school, extend the curriculum and increase the range and quality of learning opportunities for pupils.”

Project Outcomes:

Barriers to reading were identified with targeted children in mind e.g. uninterested in reading, no visible reading for pleasure during lessons, school time or at home, or general lack of interest. The objective was to improve reading and ability in the subject.
Teachers have reported that children have made good progress and have been performing excellently in SATs.
The I-AL course has updated practitioner teaching of reading, with schools reporting having more time to find new books after being shown excellent titles which was invaluable. 
Schools have had a big push to stock all classrooms with new books and staff feel very able to stock up appropriately.
Staff are more confident in telling stories and have interwoven storytelling as part of their teaching strategies and have provided good examples of where they have told stories to the class having chosen key elements and then used the bare bones of a well-known story to create their own. 
This form of modeling of on the spot story telling has been a great tool especially for less confident children who see how to use stories they already know.
Teachers have delivered several of the drama activities too in class and have been amazed to see the impact on the children’s writing.

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