Transcript Document
Whatever it takes… The ‘Quality First’ Teaching of Reading WiT Reading Champions Conference 20th November 2013 Bill Morris Co-Chair of WiT Over-arching Conference Aims Sharing Good practice to: – Identify characteristics of good (QFT) teaching of reading – The importance of systematic phonics and the Simple View of Reading – Ofsted and Reading – Reading across the curriculum – The Leadership of Reading Aims of this session Quality First Teaching of Reading? What’s the Problem? What do we understand by QFT(of reading)? What do Ofsted know anyway? What happens if we get it wrong? Whatever it takes… “Ready and Reading” 6th December 2012 Bill Morris EIP Director/ Co-Chair WiT Leicester’s Reading Pledge Whatever it takes… We will do whatever it takes... To get every child in Leicester reading. Whatever it takes… Reading and Ofsted What does Ofsted know about reading? “Oh there’s more to life than books you know… but not much more, not much more” [Morissey c1980s] Whatever it takes… Essential Reading • Independent Review of the Teaching of Early Reading (Jim Rose 2006) • Twenty Outstanding Primary Schools; Excelling Against the Odds (Ofsted 2009) • Reading by Six; How the Best Schools do it (Ofsted 2010) • Getting them Reading Early (Ofsted 2011) Rose Review 2006 • 4 interdependent strands of language (speaking, listening, reading, writing) in a ‘broad and rich language curriculum’ • High Quality systematic phonic work from age 5 preceded by ‘worthwhile prereading activities’ • Wealth of opportunities afforded by reading from an early age Rose Review 2006 • Primary National Strategies should exemplify Quality First Teaching, to minimise the risk of children falling behind • Word recognition and language comprehension as distinct processes- linked to one another. High quality phonic work a priority within Wave 1 teaching • Intervention work should not ‘shore up weak teaching at Wave 1’ Rose Review 2006 • Headteachers and managers should prioritise phonic work- supported by appropriate training of staff • Schools and settings to ensure that at least one member of staff is fully able to lead on literacy, especially phonic work • Monitoring and evaluation to ensure quality and consistency of phonic work. A Simple View of Reading Whatever it takes… Simple view of reading Language comprehension processes SAM JESSICA GOOD Word recognition processes JOHN POOR Word recognition processes GOOD POOR FARZANA Language comprehension processes John I hate reading Miss. I just wish I could read. Age: 13 Reading age: 8 Self esteem: 0 Strategies to get through school: Get sent out. Bunk off. Fake illness. Pretend I understand. Look as if I’m too cool to care. Keep low profile. Play class clown. John is on the Alternative Curriculum Programme Quality First Teaching of Reading Twenty Outstanding Primary Schools… • Appoint high quality staff and invest in their development • Children treated as individuals and supported well to achieve • Staff passionate about continuous improvement • Unremitting focus on learning, development and progress • High quality leadership to promote, support and sustain the drive to perfect teaching and maximise learning. Twenty Outstanding Primary Schools… Common Characteristics: • Provide affection, stability and a purposeful and structured experience • Build and rebuild children’s self-belief • Build bridges with parents, families and communities • Work in partnership with other professionals • Ensure rapid progress • High aspirations, expectations; Achievement underpins everything • Child at the centre Reading by Six… “The best primary schools in England teach virtually every child to read, regardless of social or economic circumstances, ethnicity, or most SEN and disabilities” “The diligent, concentrated and systematic teaching of phonics is central to their success” Reading by Six… • Determination that every child will learn to read • If some schools can do this, it should be a moral Imperative for all primary schools • Rigorous, sequential approach to developing speaking and listening and teaching reading, writing and spelling through systematic phonics… with a high degree of consistency … Reading by Six… • Children should be reading at 1A/2C at age 6 (end of Yr1). • Well-structured resources • Phonics teaching monitored to ensure consistency • Effective teachers are highly trained to instil the principles of phonics, can identify the learning needs of young children, and recognise and overcome the barriers that impede learning Ofsted: On Reading “…the levels achieved by many children at the end of primary school fall stubbornly short of what is achievable” Christine Gilbert HMCI, November 2010 Ofsted – September 2013… • Reading/literacy woven throughout judgements (Ach, QT and L&M) • Read widely and across the curriculum • Accountability of pupils supported by the Pupil Premium • Governance, particularly regarding literacy Ofsted – September 2013… Achievement: Pupils read widely, and often across all subjects to a high standard. Pupils develop and apply a wide range of skills to great effect in reading, writing, communication and mathematics. Ofsted – September 2013… Quality of Teaching: The teaching of reading, writing, communication and mathematics is highly effective and cohesively planned and implemented across the curriculum. Ofsted – September 2013… Leadership and Management: The effectiveness of governance…including how well governors… Use the Pupil Premium and other resources to overcome barriers to learning, including reading, writing and mathematics Ofsted – September 2013… Leadership and Management: There are excellent policies underpinning practice that ensures that pupils have high levels of literacy, or pupils are making excellent progress in literacy Overall effectiveness The school is likely to be inadequate if inspectors judge any of the following to be inadequate: • Achievement of pupils • Pupils’ progress in literacy • Quality of teaching • Behaviour & Safety of pupils • Quality of L&M…. The New Teacher’s Standards 2012 All teachers must: 1.Set high expectations 2.Promote good progress and outcomes 3.Demonstrate good subject and curriculum knowledge • If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics Deferred cost of reading failure • £££ ??? – £3500 per secondary pupil <L3 – Cost to the public purse of functional illiteracy – many millions • Well-Being: Impact on exclusion rate, ability to form lasting relationships, mental health,NEET, TP, crime and ASB, alcohol & substance mis-use, dependency on benefits, poverty Whatever it takes… Social Exclusion • 4x more likely to be excluded • 5 x more likely to be involved in juvenile crime • 60% of all adult male prisoners have a reading age of below 7 years, compared with 16% of general population Whatever it takes… And finally… Make the teaching of reading your avowed core purpose Ensure every teacher, cover supervisor and TA becomes a real expert We will do Whatever it takes… to get every child in Leicester reading Final word from your speaker… Never give up until the last child can read!