LITERACY
Audit
of
Standards
and
Achievement
School Name: ________________
Date: ________________ 2008
1
This table records the percentage of questions answered correctly by each strand for each year
group. It gives an average across the school and identifies the areas of strength and weakness.
Whole school targets for academic year 2007-2008 based on the analysis of the QCA optional SATs.
Individual classes will have areas of weakness that need to be identified and the MTP adjusted to
allow for more time to be spent teaching those areas.
READING
Retrieval Deduction Structure and Language Purpose and Text
CLASS
and Inference Organisation Viewpoint Features
F2 F3 F4 F5 F6 F7
8 Questions 7 Questions 3 Questions 3 Questions 1 Questions No questions
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 B(8) Band C(12) Band D(4) Band E(8) (7) (3)
Band A(8)
Y2 L2
Y2 L3
Y3
Y4
Y5
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
Suggested immediate actions arising from analysis:
For example:
Timetable in-class support according to the most needy e.g. Y5
Plan intervention programmes
Allocate TA support to year groups in most need
Consider/audit training needs for TA’s for Quest/ FLS/ Letters & Sounds.
Progress meetings to select layered targets from whole school targets
Class teachers to be given the QCA/SAT’s results analysis to plan for specific areas within the
areas needing development
Modify mid- term plans to address areas of weakness.
Set curricular targets to address areas of weakness.
Investigate further by referring to test paper. What reading strategies are being used?
Are children completing reading papers?
3
Whole school issues (these will need to be investigated further and incorporated into the
maths action plan)
For example
Coverage of the yearly teaching programme: e.g. book/ planning scrutiny
Assessment
How is assessment being used to inform teaching and learning?
Are teachers developing peer/ self assessment – i.e.: SPIQe reading partners and writing
improvement points?
Are mid-term and short term plans modified?
Are curricular targets set and reviewed?
Are pupils, TA’s and parents aware of targets?
How do learning walls support the classroom environment?
Planning
The weekly planning for Literacy should address the needs of the class and build upon
pupils’ attainment. Are teachers using the NLS framework to support them in
differentiating work? How are class teachers providing for more able pupils?
Training
Plan a programme of INSET to address curriculum weaknesses.
Are staff attending relevant Literacy training?
What are learners’ achievement and standards in their work?
The standards learners reach as indicated by their test and examination results, taking
account of: any significant variations between groups of learners; trends over time
The standards of learners’ current work in relation to their learning goals
Learners’ progress relative to their starting points and capabilities, with any significant
variations between groups of learners
To what extent does the curriculum match learners’ needs and interests of learners?
4
Year 2003 2004 2005 2006 2007 2008
Year 2
Year 3
Year 4
Year 5
Year 6
The Yellow indicates when the pupils are in year 2
5
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……%
6
School: Subject 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.
s/s s/s ELG 1c 1b 1a 2c 2b 2a 3c 3b 3a 4c 4b 4a 5+ End
of
1 2-3 4-8 ELG 9 Year
APS APS 3 APS 5 APS 7 APS 9 APS11 APS13 APS15 APS17 APS19 APS21 APS23 APS25 APS27 APS29 APS31+
1
R
Y1
Y2
Y3
Y4
Y5
Y6
S/S = Stepping Stones
APS = Average Points Score
Summary of Average Point Scores
Year Group Reading Reading Writing Writing
Summer 07 Summer 08 Summer 07 Summer 08
Y6
Y5
Y4
Y3
Y2
1. What can you say about standards?
2. Which class/es need the support ?
3. What does this tell you about deploymnet of additional adults ?
4. What about intervention programmes ?