Reading Impact

At St John XXIII, all pupils are entitled to access RWI resources and teachings at a level appropriate to their needs arising from race, gender, ability or disability. This begins on entry to Nursery or Reception.

A range of inclusion strategies, as listed on the school’s inclusion planning key, are embedded in practice and teachers are aware of the special educational needs of the children in their RWI group, as well as those who are on Pupil Premium and who have English as an additional language.

As a result of high quality phonics provision, children make good progress from their starting points. The vast majority are ready for the next stage in their education as they transfer through Early Years, Key Stage 1 and into Key Stage 2. Many children accelerate progress during these years from baseline below ARE to meeting expectations in phonics, reading and writing.

We firmly believe that reading is the key to all learning and so the impact of our phonics and reading curriculum goes beyond the results of the statutory assessments and can be seen in success across the curriculum as children progress through school.

We measure the impact of our curriculum through the following methods:

In Class Feedback

We understand that feedback in linked to progress and has to be timely to make an impact. In class feedback is used to support teacher’s workload, ensure it is as immediate and timely and specific as possible, and leaves the teacher time to focus on individual identified needs. (see our Feedback Policy)

Corrective Teaching/Summative Assessment

When a pupil has not met the learning objective there is timely support so they are able to continue on the learning journey with their peers. Teachers adapt their planning for the next lesson to ensure there is time to address these misconceptions. It may be addressed in the next lesson, by a Teaching Assistant, in small groups in the lesson or at Booster Clubs. The misconceptions may also be addressed through in class marking, conferencing, verbal feedback or with the use of mini plenaries. Gaps in RWI assessments are shared with phonics teachers and re-capped as necessary.

Pre Teaching/Pre Assessment

All teachers must be aware of the pupil’s prior attainment. Through our Pre Learning Assessments we aim to pre-empt the difficulties for some pupils. We analyse the information and plan the learning according to individual needs and cohorts. The Pre Learning Assessments provide the starting points for learning. Where possible, the Teaching Assistants support teachers and complete pre-learning activities or activities in lessons will be tailored to address the learning gap. This might be re visiting vocabulary or basic skills needed to access the age related objective.

Teaching Assistants and Interventions (see Interventions Policy)

When we identify need, the Teaching Assistants deliver short, focused, interventions in RWI. These are either 1:1 or small groups. The interventions are repeated over a week, either, daily or a specified number of times per week. The interventions are specific to the need and they are given until the misconceptions are addressed or the gap in learning is reduced.

Same day interventions are also used to pick up on misconceptions from the current days teaching and learning.

Partnership

Teachers engage parents through September welcome meetings. Fortnightly newsletters and Parent Consultation Days ensure an effective partnership to ensure children meet their age related expectations.

Moderation

Maths, reading and writing are all moderated internally to ensure we make robust judgements, particularly on transfer between key stages. Teachers also take part in external moderation at a Local Authority and Deanery level. Every term, teachers meet to moderate writing and ensure that teacher assessments are accurate.

Formal Assessment Cycle

• KS1/KS2 SAT’s in May
• Year 1 Phonics in June (Year 2 in December for academic years 2020-2021/2021-2022)
• Continous Accerlareted Reader Quizzes alongside Termly AR assesments.
• Reading is assessed using the RWI Assessments in Reception, Year 1, Year 2 and for those children in Year 3 still following the programme.
• Target Tracker is used termly to track attainment and progress against the subject specific learning objectives. This is in Reading, Writing, Maths, Science and RE. This is then analysed in pupil progress meetings and new targets planned accordingly.
• Foundation Subjects are assessed in groups of children meeting the expected standard, working below/above the expected standard. This will be based upon ‘low risk quizzes’ and with use of the Knowledge Organisers.
• Pupil voice is also carried out to evaluate children’s enjoyment and enthusiasm for reading.

School reports

School reports are issued at the end of the school year. All subjects, including RE, are marked as Working towards National Expectations, Meeting National Expectations or Exceeding National Expectations.

2022 Data outcomes
 

Phonics

2022 ALL pupils school      (86%)    National (75%)

KS1

2022 ALL pupils school      (69 %)    National (67%)

KS1 Reading GD

2022 ALL pupils school      (18%)    National (18%)

KS2 Reading

2022 ALL pupils school (85%)   National (75%)                                      

KS2 Reading GD

2022 ALL pupils school(35%)    National (28% )

Reading Summary: Children start well below for expected attainment in EYFS. Their attainment by the time they leave the school at the end of Year 6 is well above national. Progress from the children’s start points in EYFS to the end of Year 6 is Outstanding.
  

Issues to Explore:

• Floor standards for each year group to sustain outstanding progress
• GLD+ and Greater Depth at the end of EYFS and KS1