Guest blog from Reading Solutions UK According to the Education Endowment Foundation’s Improving Literacy in Key Stage 2 Guidance Report, schools should focus on: Developing strategies that improve literacy for the whole class. For pupils needing additional support, schools should accurately diagnose their capabilities and difficulties in order to match them to appropriate, evidence-informed interventions…
Supporting School Improvement – Case Study School Snapshot Location: Rural West Norfolk, NOR 156,14.1% of the students are eligible for free school meals. Ofsted: Requires Improvement (February 2023) Challenge The early learning goal (ELG) of writing was a weak area and a barrier for children getting achieving GLD in EYFS. Timescale Academic year 23/24 Solution…
Supporting School Improvement – Case Study School Snapshot Location: Norfolk, NOR 479, 12.7% of the students are eligible for free school meals. Ofsted: Good (June 2024) Previous inspection: Outstanding (2018) Challenge To improve the attainment of disadvantaged students in reading Timescale Academic Year 23/24 Solution VNET worked alongside the reading leaders throughout the year to…
Rising to the challenge in Norfolk In 2022/23 Norfolk schools are seeing attainment gaps in KS2 writing expected standard of 7 points below national average, and 6 points below the national average for KS1.* So how do we close the gap? We know that leading writing in a primary school is a vast undertaking, and…
The COVID-19 pandemic has significantly worsened overall outcomes as well as widening equalities. In 2022, Key Stage 1 SATs, the percentage of pupils achieving the expected standard or above in writing fell from 70% in 2019 to 59% in 2022. Similarly in Key Stage 2 SATS, 69% of pupils were assessed by teachers as meeting…
Implementing the EEF’s Five-a-day-approach and School Planning Guide for Primary – Part 3 of 3 In the second blog post, the EEF’s recommendations for targeted academic support were outlined. This third and final blog post will focus on the use of wider strategies. Wider strategies support pupils wider learning behaviours that enable schools to remove…
This is part 2 of the ‘Implementing the EEF’s Five-a-day-approach’ series. This blog focuses on using diagnostic assessment to identify learning gaps.
This blog will present a summary of the content and recommendations of EEF’s publication with specific reference to its implications for primary schools.
Evidence from the EEF (May 2022) shows that Covid-related disruption has caused learning loss in children.
There is some evidence that the writing outcomes for primary-aged and Year 7 children were lower than expected compared to previous year groups (Christodoulou, 2021, 2022).
One of the common issues is that writing has been heavily impacted.
Evidence from the EEF (May 2022) shows that Covid-related disruption has caused learning loss in children.
There is some evidence that the writing outcomes for primary-aged and Year 7 children were lower than expected compared to previous year groups (Christodoulou, 2021, 2022).
One of the common issues is that reading stamina has been heavily impacted.
