LITERACY
Audit
of
Standards
and
Achievement
School Name: ________________
Date: ________________ 2009
1
Attainment in each strand
These tables record the percentage of questions answered correctly in each strand by year group. It
gives an average across the school and identifies areas of strength and weakness. It should be
used as the basis for identifying whole school Curricular Foci, layered down for each class.
READING
Retrieval Deduction Structure Language Purpose and Text
CLASS
and and Viewpoint Features
Inference Organisation
F2 F3 F4 F5 F6 F7
Y2
L2
Y2
L3
Y3
Y4
Y5
Whole
school
WRITING
Long Task Short Task Average Both tasks
Average Mark Average Mark Mark Average Mark
Sentence Text structure and Composition Text Composition Spelling Handwriting
structure organisation and effect Structure, and effect
CLASS and punctuation
punctuation and
organisation
Band A(8) Band B(8) Band C(12) Band D(4) Band E(8) (7) (3)
Y2 % % % % % % %
Y3 % % % % % % %
Y4 % % % % % % %
Y5 % % % % % % %
Whole % % % % % % %
School
Overall strands to identify possible targets for writing
Sentence structure and Text structure and organisation Composition and effect
punctuation
Whole % % %
School
2
WHOLE SCHOOL CURRICULAR WRITING TARGETS
Autumn term: 1st half
2nd half
Spring term: 1st half
2nd half
Summer term: 1st half
2nd half
WHOLE SCHOOL CURRICULAR GUIDED READING TARGETS
Autumn term: 1st half
2nd half
Spring term: 1st half
2nd half
Summer term: 1st half
2nd half
3
School: Literacy Attainment Summary
This sheet is a whole-school summary from the attainment overviews. It allows the school to record the attainment profile for each year group.
Please include the number and percentage for each attainment category.
EYFSP EYFSP 1c 1b 1a 2c 2b 2a 3c 3b 3a 4c 4b 4a 5+ End of
Year
1-3 4-6
APS 3
APS 7 APS 9 APS11 APS13 APS15 APS17 APS19 APS21 APS23 APS25 APS27 APS29 APS31
+
Y1
Y2
Y3
Y4
Y5
Y6
EYFSP = Early Years Foundation Stage Profile
APS = Average Points Score
Age-expected level and above
Threshold level Interventions may need to be planned for these pupils
Target level Interventions should be planned for these pupils 4
Attainment over time
The table below shows the percentage of pupils at age-expected levels as indicated by their test
results; it indicates trends over time.
Year 2005 2006 2007 2008 2009
Year 2
Year 3
Year 4
Year 5
Year 6
The yellow indicates when the pupils are in year 2
READING
Comment on overall progress/achievement:
Year 3
Entered the year with …% at age expectation. At the end of the year …..% are working at age
expectation.
….., ….% pupils progressed by the national expectation (2 sub levels) or more
….., ….% pupils progressed by 1 sub level
….., ….% pupils made no progress
….., ….% pupils regressed
Drop since KS1…..%
Year 4
Entered the year with % at age expectation. At the end of the year …..% are working at age
expectation.
….., ….% pupils progressed by the national expectation (2 sub levels) or more
….., ….% pupils progressed by 1 sub level
….., ….% pupils made no progress
….., ….% pupils regressed
Drop since KS1…..%
Year 5
Entered the year with % at age expectation. At the end of the year …..% are working at age
expectation.
….., ….% pupils progressed by the national expectation (2 sub levels) or more
….., ….% pupils progressed by 1 sub level
….., ….% pupils made no progress
….., ….% pupils regressed
Drop since KS1=….%
Year 6 KS1 =…..
Entered the year with % at age expectation. At the end of the year …..% are working at age
expectation.
….., ….% pupils progressed by the national expectation (2 sub levels) or more
….., ….% pupils progressed by 1 sub level
….., ….% pupils made no progress
….., ….% pupils regressed
Drop since KS……%
5
WRITING
Comment on overall progress/achievement:
Year 3
Entered the year with …% at age expectation. At the end of the year …..% are working at age
expectation.
….., ….% pupils progressed by the national expectation (2 sub levels) or more
….., ….% pupils progressed by 1 sub level
….., ….% pupils made no progress
….., ….% pupils regressed
Drop since KS1…..%
Year 4
Entered the year with % at age expectation. At the end of the year …..% are working at age
expectation.
….., ….% pupils progressed by the national expectation (2 sub levels) or more
….., ….% pupils progressed by 1 sub level
….., ….% pupils made no progress
….., ….% pupils regressed
Drop since KS1…..%
Year 5
Entered the year with % at age expectation. At the end of the year …..% are working at age
expectation.
….., ….% pupils progressed by the national expectation (2 sub levels) or more
….., ….% pupils progressed by 1 sub level
….., ….% pupils made no progress
….., ….% pupils regressed
Drop since KS1=….%
Year 6
Entered the year with % at age expectation. At the end of the year …..% are working at age
expectation.
….., ….% pupils progressed by the national expectation (2 sub levels) or more
….., ….% pupils progressed by 1 sub level
….., ….% pupils made no progress
….., ….% pupils regressed
Drop since KS
6
Progress over the year
The national expectation is that Average Point Score (APS) should increase by one point each
term; therefore progress over the year should be 3 points. Where progress differs from this you
may want to explore the reasons why.
Year Threshold APS APS APS Comment on APS
Group APS Summer Summer Progress
2008 2009
Y6 25 Above/in line
with/below threshold
APS.
Above/in line
with/below expected
APS progress.
Y5 21 Above/in line
with/below threshold
APS.
Above/in line
with/below expected
APS progress.
Y4 19 Above/in line
with/below threshold
APS.
Above/in line
with/below expected
APS progress.
Y3 15 Above/in line
with/below threshold
APS.
Above/in line
with/below expected
APS progress.
Y2 13 Above/in line
with/below threshold
APS.
Above/in line
with/below expected
APS progress.
Y1 11 Above/in line
with/below threshold
APS.
Above/in line
with/below expected
APS progress.
7
Suggested immediate actions arising from analysis:
For example:
Timetable in-class support according to the most needy classes/cohorts
Allocate TA support to year groups in most need
Plan intervention programmes
Consider/audit training needs for TA’s for ELS, QUEST, FLS
Schedule staff meetings to set layered Curricular Targets for each year group from whole-school
Curricular Focus
Class teachers to be given the QCA/SAT’s results analysis to enable them to modify medium term
plans to take account of areas of weakness. Teachers to identify teaching points and success
criteria for questions which 40% or less of the class answered correctly.
Class teachers to investigate further by referring to test papers. Particular reference may be made to
reading papers – which comprehension questions do pupils struggle with the most. In writing, are
pupils receiving maximum marks for Purpose and organisation?
Class teachers to carry out question analysis of spelling - are strategies weak; are children using a
range of strategies e.g. strategies and or conventions? Ensure regular spelling lessons provide
opportunities to use and apply taught strategies.
Whole school issues (these will need to be investigated further and incorporated into
the maths action plan)
For example
To what extent does the curriculum match learners’ needs and interests? Are cross-curricular links
planned for and developed?
Are standards in line with national expectations? (Consider learners’ progress relative to their
starting points and capabilities; are there any significant variations between groups of learners; are
there trends which recur over time?)
Coverage of the yearly teaching programme; e.g. planning scrutiny, book scrutiny
Assessment
How are both formative and summative assessment being used to inform learning and teaching?
Are medium-term and short-term plans modified? Are Curricular Targets set and reviewed? Are
pupils, TA’s, parents and carers aware of Targets? Do Working Walls reflect and support the
Curricular Targets?
Planning
The short-term planning for literacy should address the needs of the class and build upon pupils’
prior learning. Are teachers using the PNS Framework to support them in differentiating work? How
are they providing for more able pupils?
Are the Yearly Overviews, Text Type materials, Next Steps in Learning being used to support
planning, learning and teaching?
How often do children have access to spelling opportunities? Spelling should be taught on a regular
basis. It should be a discrete lesson – 5 sessions per fortnight. Spelling sessions should be no
more than 15 minute per session.
Training
A programme of INSET to address curriculum weaknesses should be planned. The Literacy Co-
ordinator may pot this programme using the Learning Trust CPD booklet.
Are teachers using the materials on the PNS Framework to support their own subject knolwdge and
understanding?
Does lesson study support the needs of teachers across the school?
Are staff attending relevant Literacy training? How is this followed up back at school to allow for
maximum impact.