A1: The new Primary Strategy is going to extend the sort of support provided by the Literacy and Numeracy Strategies to all of the foundation subjects. The Primary Strategy will provide an entitlement to all pupils to achieve high standards in English, mathematics and science, which transfer to pupils' attitudes and achievements in a broad and creative curriculum. The Primary Strategy will develop a framework for learning and teaching across the curriculum. The framework will propose the range of learning skills, knowledge and understanding that children should develop as they progress through primary school. It will help teachers to map the development of different learning skills against the opportunities offered by different curriculum areas. The Primary Strategy will sustain literacy and mathematics support for teachers in helping children in their classrooms.

Further information can be found in the DfES publication Excellence and Enjoyment: A strategy for primary schools.

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Q2: What is the Primary Leadership Programme and who is it aimed at?

A2: Approximately 25% of primary schools in every LEA have been invited to take part in the Primary Leadership Programme, funded by the National Primary Strategy and developed in partnership with the National College for School Leadership (NCSL). The programme is focused on strengthening collaborative leadership and responsibility for the teaching and learning of English and mathematics in the participating primary schools. The implementation of the programme within the school will be lead by a leadership team, typically the headteacher, deputy and literacy and mathematics coordinator. The programme focuses on leadership techniques for developing and improving teaching and learning across the school. It covers strategies for monitoring and observing teaching so that support can be targeted on those staff that need it most.

Further information can be found in the DfES/NCSL document The Primary Leadership Programme and the DfES publication Excellence and Enjoyment - A strategy for primary schools.

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Q3: What is Wave 3 intervention?

A3: The NLS and NNS have developed a model of intervention for children experiencing difficulties in literacy and mathematics, based on three waves:

Wave 1: the effective inclusion of all children in a high quality literacy hour and daily mathematics lesson by differentiating learning objectives within the teaching programmes appropriately.
Wave 2: small group intervention for children who can be expected to catch up with their peers as a result of the intervention, such as Springboard programmes.
Wave 3: specific targeted intervention for children identified as requiring SEN support.

Children at Wave 3 may have particular needs related specifically to mathematics or needs associated with other barriers to their learning. Provision at Wave 3 is likely to draw on specialist advice. It may involve the adjustment of learning objectives and teaching styles, and/or individual support. It aims to reduce gaps in attainment and facilitate greater access to Waves 1 and 2. Children receiving Wave 3 support will always be placed on School Action and on School Action Plus if an external agency is involved in assessment, planning and review.

Further information can be found in document Including all children in the literacy hour and daily mathematics lesson.

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Q4: What are P scales and P levels?

A4: The P scales (or levels) are a set of indicators for recording the achievement of pupils with special educational needs who are working towards the first level of the National Curriculum. The scales are designed for pupils who are well below the level of their peers. There is a P scale for every National Curriculum subject.

The P scales are split into eight different levels with P1 being the lowest and P8 the highest. P1 to P3 are not subject specific.

Further information can be found in document Towards the National Curriculum for English.

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Q5: How can I use ICT and web-based material effectively to enhance my literacy hours?

A5: HMI have reported that although ICT is increasingly available in schools its effectiveness and appropriate use is variable. ICT should be used to support the teaching and learning of a specific learning objective and should not be used for the sake of it. Using ICT as a demonstration and modelling tool with the whole class is particularly effective. Using a single class-based PC with a small group assists focused small group work; work with the whole class working in pairs in computer suites is appropriate to practise skills modelled by the teacher.

There is a plethora of resources available commercially of variable quality. Similarly, many websites have been developed with some excellent web-based materials. In addition refer to the NLS ICT CDRoms

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Q6: When and how do I assess children?

A6: There are two types of assessment; assessment of learning and assessment for learning. Assessment of learning is a summative assessment to ascertain the level a child has reached which could be termly or annually or at the end of a key stage. Assessment for learning is the ongoing day-to-day formative assessment that takes place to gather information on what a child or group of children understand or do not understand and how future teaching will be adapted to account for this. Effective ongoing day to day assessments would include effective questioning; observations of children during teaching and while they are working; holding discussions with children; analysing work and reporting to children; conducting tests and giving quick feedback and engaging children in the assessment process.

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Q7: I worry that some of my colleagues go over the top in preparing children for the national tests. What can I do?

A7: Encourage staff to plan in a few sample questions in their planning and teaching of the literacy hour. Refer to test questions in the plenary and discuss strategies with the children. Year 6 planning exemplification uses past paper questions to support teaching and learning effectively.

The QCA Testbase CD is a useful source of information. If the school does not have this (and check first!) than it is helpful to cut up previous questions from the national tests and group them in mathematical themes around the appropriate learning objectives from the NLS Framework for teaching.

Some schools have found it useful to plan and agree a timetable of events for the year. Key events are mapped out. For example, analysis of data, trial tests, revision clubs, intervention programmes, parent's evening, etc. Once agreed, the timetable is adhered to.

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Q8: I struggle to think of good plenary ideas- what can I do?

A8:

Go through the lesson's key vocabulary list. Ask for explanations of the work, where children have to use specific words from the vocabulary list.
Recap on the work, pick an example but make a deliberate mistake. Can the children spot the mistake; think why it might have happened and what they might say to the child who made the mistake.
Describe and give the class some examples of the work to be covered tomorrow.
Reinforce the learning objective using a different strategy or approach, possibly in the form of a game.

Remember, always try to use the plenary to assess understanding and continue to teach. Avoid the overuse of show and tell. The video and CDRom from the 2002 Literacy coordinator's handbook contains some useful guidance.

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Q9: How do I use my teaching assistant more effectively in the whole class teaching elements of the literacy hour?

A9: Teaching assistants can be used to support whole class direct teaching through one to one group support in a variety of ways: rephrasing or re-explaining the question using visuals, vocabulary cards and prompts; support individuals with targeted questions which probably would have been planned with the teacher beforehand. Teaching assistants can be used effectively in whole class teaching to team teach with the class teacher, e.g. scribing on the board or demonstrating a strategy using a resource whilst the teacher explains.

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Q10: How can I analyse test data, I have been told to look at the performance of particular groups?

A10: If you are trying to make comparisons between one group and another, then it is helpful to first think about how to record your pupils at the top of the analysis sheet. For example, you could group your EAL children first then boys then girls, children who received Early, Additional or Further Literacy Support, etc. The overall picture will then become clearer.

It is important when doing a test breakdown to identify not only the questions children got right and wrong but also the questions children did not attempt. This could indicate that topics were not taught sufficiently in terms of coverage!

It is helpful to compare the performance of your children (class or cohort) with other schools and the national picture. Work with a colleague from a neighbouring school to identify similarities and differences. Use the QCA Implications for teaching and learning posters to see the national picture. The Autumn Package on the Standards Site provides detailed but useful informative data on performance data.

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