- 1 School Improvement Partners (SIPs) e-newsletter: Autumn 2009
- 2 Primary: Use of key mathematics materials
- 3 Primary: Supporting SIPs to challenge and support improvement in the EYFS and key stages of transition
- 4 Primary: Using CLLD resources to support self-evaluation
- 5 Primary: Launching 'priority learning' local authorities
- 6 Secondary: The role of the SIP in specialist school re-designation
- 7 Secondary: Assessing pupils' progress in ICT
- 8 Secondary: Delivering the behaviour challenge
- 9 Secondary: Modern Foreign Languages – the role of SIPS
- 10 Cross-phase: Addressing disproportionality in school attendance
- 11 Narrowing the Gaps for underachieving, disadvantaged children
- 12 What Works Well
- 13 SIPs and pupil referral units
- 14 RAISEonline: new reports to support the 2011 target setting process
- 15 Narrowing the Gaps: Targeting the underachievement of vulnerable groups
- 16 Masters in Teaching and Learning
- 17 Key events
- 18 Key resources
- 19 Information, advice and guidance
Primary: Using CLLD resources to support self-evaluation
Headteachers are finding that many of the tools and resources within the Communications, Language and Literacy Development (CLLD) programme are particularly useful in supporting robust self-evaluation and clear evidencing of impact. Key resources include the:
- phonics tracking sheet and assessment guidance supporting judgements about how well children are doing (A2 level). These resources also help schools to judge if assessment is robust and moderated in schools and whether data is being used to identify children at risk of underachievement.
- audit tools and the prompts for the evaluation of teaching and learning of early reading and writing that help schools to evaluate the provision for the teaching of early literacy (A3 level). These resources also help schools to evaluate to what extent the school is building on internal and external good practice to sustain improvement.
All these resources, and other materials and guidance to stimulate development and improvement in relation to early literacy, can be found on the CLLD section of the National Strategies web area.
- What does phonic phase-tracking tell the school about current pupil progress in foundation stage and Key Stage 1?
- Is the leadership and management of the early reading agenda supporting schools' capacity and ability to sustain improvements?