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…
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 stamina has been heavily impacted.
Harry Fletcher-Wood summarises and conveys some key findings from the evidence around feedback and guiding improvement in this decision tree.
