INTENT
EVALUATION
1.
All staff are familiar with the wide variety of adult roles and make conscious choices so that learning is ‘taught not caught’.
Left blank for on-going and/or final evaluation
2. Reduce the proportion of pupils who do not secure Phase 3 phonics to less than 10% 3. Adults confidently articulate the EYFS plans and how these relate to curriculum activities and their (subsequent) assessment of progress toward these.
5
1
RESOURCES & TIME
IMPLEMENTATION
4
2
1. INSET day. 2. PhAB2 phonic assessment and diagnostic tool 3. All phase meetings focus upon moderation and pedagogy to support familiarity 4. AHT EYFS lead to work directly in YR
1. INSET day to refresh adult roles and possibilities for how to enact these roles to secure good learning and AFL of gaps. 2. Following the first phonic checks, pupils who score well-below ARE to be screened on PhAB2 (see note) diagnostic assessment. 3. EYFS INSET followed by semi-structured conversations during L&M, phase and QA checks so that staff can sharply identify the learning needs matched to curriculum tasks (including language) that is to be taught and learned.
3
1. Note: The PhAB2 Primary provides a series of ten diagnostic and standardised assessments that can be used to explore phonological awareness in children with reading difficulties. Phonological awareness plays a significant role in children’s development of reading and spelling skills. This battery can help identify the specific phonological difficulties that some children experience so that appropriate intervention may be provided with processing sounds in spoken language. 20-30 minutes testing with 10 subtests exploring: Alliteration, Blending, Fluency, Naming Speed, Non-word Reading, Phonological Working Memory, Phoneme Segmentation, Phoneme Deletion, Phoneme Substitution and Rhyme.
IMPACT
1. Adults make conscious choices using relevant pedagogy to support all learners in making rapid progress to learn the school’s EYFS curriculum. 2. Proportion of pupils not secure at Phase 4 phonics is less than 10% 3. EYFS progress from starting points is rapid; adults articulate well the learning.
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