Background and context
Analysis of the 2004 key stage 1 data indicates that, despite considerable improvements in standards at KS1 one in six children leave key stage 1 reading below level 2, and one in 10 below level 2 in mathematics. There are over 1,000 schools where less than 70% children achieved level 2 in reading and over 600 schools where less than 60% achieved level 2B in mathematics. In nearly all LEAs some schools fall into these categories.
The Primary National Strategy has developed a number of materials to support key stage 1. Particularly,
- Progression in phonics,
- Developing early writing,
- Guided reading: Supporting transition from KS1 to KS2.
- Early literacy support intervention programme is specifically developed as an intervention programme to support those children in Year 1, who are not yet working at age-related expectations, to 'catch up'.
- Models and images CDROM gives examples of how to support children that do not find it easy to grasp mathematical ideas.
Local authorities have also developed a number of mechanisms to support those schools with the lowest key stage 1 results. A focus for the Primary Strategy is to work with locoal authorities to support these schools to address the needs of the children identified as low attainers in reading and schools where less children than elsewhere achieve level 2B in mathematics and share more widely the good practice that exists to address their needs. In their local authority meetings and at training events in the spring and summer term 2005, Primary Strategy Regional Directors will discuss with local authorities the support they are providing for these low achieving schools and children.
The Primary Strategy is providing some additional suggestions for mechanisms to support these schools, for example a case study of support for Year 2 reading and will work closely with literacy and numeracy consultants to encourage a focus on assessment for learning at key stage 1 and identification of children’s progress through rigorous teacher assessment processes. An already published pamphlet, Using curricular targets in Year 2: Material for teachers, parents and carers (DfES1021-2004) supports all teachers working in Year 2 in setting curricular targets to support learning. The leaflets, Raising standards in mathematics: Achieving children’s targets (DfES1075-2004), and Raising standards in reading and writing are designed to support high expectations for all children and encourage high quality teaching of reading, writing and mathematics in all year groups.
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Year 2 intensive reading support materials
The Ofsted report, Reading for purpose and pleasure (HMI2393) identifies the need for more active intervention in schools where standards are low and remain low. In response to this we are making more widely available a case study of intensive reading support for Year 2. In 2004, this approach was used by Hackney local authority in the ten lowest attaining Intensifying Support Programme (ISP) schools. Key stage 1 reading L2+ in these schools improved by 10% overall.
These materials are available on the Primary Strategy website (Year 2 intensive reading support case study) and the CDROM of resources has been disseminated to literacy and ISP consultants. The materials are for literacy consultants/leading teachers to use in some low achieving Year 2 classes. The materials provide a model of support and related materials for the literacy consultant to 'coach' Year 2 teachers to support effective teaching of guided (and shared) reading with the target group. The consultant also supports the teacher to have a daily reading session outside their literacy hour.
Many local authorities have already developed effective programmes of support and are targeting support in Year 2 classes where reading standards are low. If these lowest achieving schools were not currently being supported, we would encourage local authorities to use this model of literacy consultant support. Over half the schools with key stage 1 reading results that met the criteria in 2004 are already identified for ISP or Primary Leadership Programme support. These schools have literacy consultant support identified and are in a good position to take on this model. The materials are being piloted in Year 2 classes in spring 2005, but the programme of support could be adapted to be used in any age group.
It will be important as local authority consultants and schools monitor and evaluate attainment at the end of key stage 1, they consider the range of starting points of the children as they enter Year 2. This evaluation might promote more specific work in earlier year groups. In terms of reading it might well identify an issue regarding the effective teaching of phonics, for example, and the importance of developing children's early oral skills is likely to be another key factor which schools will wish to address as a priority.
