Every Child a Writer _ECaW_ in Bath _ N

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					                          Every Child a Writer (ECaW) in Bath & N.E. Somerset
                                      Interim Review 20th July 2010
                                 Audience: L.A. and all Project Schools

Two Consultants attended a national training event for L.A.s on 27.4.10. The Regional Adviser had previously
negotiated that the L.A. will be included in Cohort Three of E.C.aW. for 2010-2011, with a commitment to recruit a
team of seven Lead Teachers (L.T.s) who will support their own and a cluster of two other schools. The scope of the
project therefore will support colleagues in 21 schools, with funding to support two teachers in each school.

Leading Teachers
Prior to the launch on 2nd July, a full complement of L.T.s were in place. The process of recruitment included the
Lead Consultant (L.C.) contacting H.T.s of potential L.T.s, initial meetings with them both and further
correspondence / meetings as required.

For a small L.A. such as B&NES, recruiting a team of seven L.T.s could have been problematical. Concern in some
schools was expressed about the amount of time L.T.s would need to be out of their classrooms, but conversely,
schools viewed this as a unique opportunity for C.P.D. for developing key members of staff in their schools. The
donation to school budgets of £1000 per Host School and the offer of One to One Tuition for six children in Year 3,
Year 4 or a mixture of both, were also motivating factors. Along the way, two L.T.s dropped out for family and/or
professional reasons. They were replaced by a teacher who had previously undertaken L.T. work (2001-2007), and
by a job-share arrangement of two L.T.s from one school – this is the first instance nationally of such an
arrangement, with the financial implication of needing to fund training two teachers at regional and local level. L.T.s
have been provided with a clear time budget with all training and key meeting dates published.

Our grateful thanks are extended to H.T.s of host schools, who are supplying the team of L.T.s, and to the L.T.s,
whose enthusiasm and commitment to the project is beyond measure.

Six L.T.s have already been quality assured either through KS1 moderation or by the L.C. (20.7.10) through
observations to celebrate the factors of each lesson that contributed to an accelerated rate of progress. Arrangements
are in place to visit the remaining L.T.s early in the new term.

All L.T.s have undergone a day’s C.P.D. provided by Regional Literacy Advisers and a further half day provided
locally by the L.C. Where L.T.s were unable to attend a training event, alternatives have been provided by the L.C.
C.P.D. has covered the following:
Regional                                                   Local Authority
E.C.aW. overview / Core elements of E.C.aW.                Using data intelligently
Support for Writing: Text Type Summary, Pupil Writing Coaching (Secondary Consultant)
Targets, Progression and Steps in Learning                 Protocols for school visits / visit logs
Shared and Guided Writing                                  Time budget and timeline for Autumn visits, cluster
Tuition                                                    meeting and L.A. review
Working with Peers: G.R.O.W. model; triads                 Progression follow-up activity
Assessing Pupil progress                                   Clusters
Lead Teacher Forum                                         Action Plan and Budget

Initial C.P.D. is now complete, with the exception of one L.T. who has yet to receive training on coaching, and
arrangements are in place for this to occur. A further half day L.A.-based training event for L.T.s is planned for the
afternoon of 23rd September (additionally funded, Room 1C First Floor North Block Riverside) to include:
      One to one tuition overview in the local context – One to One Tuition Consultant;
      Exploring the features of an outstanding lesson;
      An overview of the features of the Improving Schools Programme.

The L.C. has produced and shared with all project schools:
    A clear action plan;
    A budget and a spreadsheet, indicating structured payments to schools projected for the duration of the
       project. Currently, there is a contingency of approximately £3000, as four schools only have one teacher on
       the project. These funds are set aside for further C.P.D. of L.T.s and for partner teachers to attend central
       training should similar needs be identified.
Grateful thanks are also expressed to Pete Spain, Secondary Teaching and Learning Consultant, for his kind inputs
to the group of L.T.s on coaching skills, and to Linda Bamber, whose drive and enthusiasm greatly assisted in
making the project possible.

Partner Schools
All schools that applied for the project were successful and these range from L.A. categories 4 to 1. All focus
schools within the L.A. have been included, and the project will form the major part of support to these schools
throughout 2010-2011. In many of the project schools there is strong capacity of Literacy Leaders to improve, and
L.T.s will be looking to work closely with these colleagues and their H.T.s in preparation for and in feeding back on
their visits.

L.T.s have been matched to their partner schools through negotiation with each of them and their receiving H.T.s.
L.T.s produced pen-portraits and these have been passed on to schools on request. Each L.T. has two teachers in
their own school to support, and in two others, forming a cluster of three schools. Exceptions to this have been one
L.T. has gained release to work in only one other school due to the needs of their new class, whilst another L.T. who
is non-class based during the year has been able to take on an extra school. The job-share L.T. role arose from
similar class needs. In matching L.T.s to schools, geography and skills were taken into consideration.

All schools on the project were invited to a launch briefing event on 2nd July. H.T.s and partner teachers were
invited, and where teachers attended, one per school was supply funded. Where H.T.s and teachers of partner
schools were unable to attend, the L.C. has visited them in their schools.

Next steps
All schools are requested to provide performance data for children in all partner teacher classes at four points during
the year – initial data is required by 10th September for the L.C. to submit to the Primary National Strategies (PNS).

L.T.s will negotiate early in Term 1 a date for all teachers in their cluster to meet together at the host school before
24th November. This is a crucial part of the project, where teachers may develop links with other schools and learn
further from each other. These meetings will be led by the L.T. and the L.C. and matters arising will cascade to a
review meeting of all L.T.s with the L.C. on 24th November to agree further steps.

L.T. visits during the Autumn Term:
1. A half day, morning visit. One supply teacher will be needed for the morning, to cover each teacher for half of
    the morning each to work with the L.T.. The L.T. will have received current data for the classes their partner
    teachers are working in. They will adopt a coaching strategy to look at levels of subject knowledge in the PNS
    materials and will support teachers in identifying further development needs. It may be helpful for teachers to
    have planning and assessment files to inform their discussions. The conversation will identify 2 or 3 children
    who the teacher would like to know more about through working with the L.T. They may be under-performers,
    or possible candidates for one-to-one tuition, or they may fall into a particular vulnerable group, or they may
    appear as invisible learners. This work will be developed further on Visit 2. At the end of each visit, actions for
    L.T.s and partner teachers will be agreed.
2. A whole day visit. One supply teacher will be required for the afternoon to cover each teacher for half the
    afternoon each to work with the L.T. During the morning, the L.T. will provide informal support by visiting
    classrooms and looking at the learning of the identified pupils from Visit 1. The focus is on pupil learning and
    not on teaching, to include: conditions for learning and match of learning experience to need. All notes taken
    will remain the property of the partner teacher, and copies will be left with them. The afternoon will be spent in
    coaching each teacher in turn, feeding back and exploring possible developments. L.T.s may need to come out of
    role and share relevant materials where appropriate, or they may decide to explore and develop an aspect within
    their own classes and share their learning on Visit 3.
3. A half day review, either morning or afternoon. This could occur at any agreed point during Term 2. One supply
    teacher will be needed for the morning, to cover each teacher for half of the morning each to work with the L.T.
    These meetings will review progress during Terms 1 and 2 and may identify developments to be worked on in
    partnership during Terms 3 and 4.

Flyers for specific C.P.D. will be sent out early in September:
 29th September 2010 9:00-12:00 Update on PNS materials and strategies (Literacy) for supply teachers covering
    teachers working on E.C.aW. (Council Chambers, Keynsham Town Hall, unfunded);
 10th November 2010 all day “The Guide on the Side” training by Andy Hind, for new tutors (venue to be
    confirmed, Sue Smith Airey, supply costs from 1:1 Standards Fund planning/liaison monies already delegated).
                                                                       P.Rolfe, E.C.aW. Lead Consultant, 21.7.10

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