ESTYN – To focus on Literacy and Numeracy

Do you want to know when you will be inspected if you are in Wales? If so this link to ESTYNs site and their inspection dates for primary schools will be very useful.

and for Secondaries

from September the following have been reported on the website.

Estyn changes for September 2013

Estyn changes for September 2013

Estyn inspection changes 2013

That means that schools must now ensure they focus on literacy and numeracy to ensure good practice is embedded before the Inspections start in the new academic year.

OFSTED – Analysis and challenge tools for schools Guidance

OFSTED have set out a  set of tools to help support ensuring that your pupil premium is spent effectively and gives guidance for schools to show how its use is closing the gap. Different criteria for secondary and primary it focusses attention on results and the use of the money to improve English, reading, writing and maths.

Here are some highlight but it is worth having a  good look at the document in its entirety. Choose the PDF or word version from this link

 The items covered are:

Analysis and challenge toolkit for school leaders: secondary

Where are the gaps in Year 11?

Where are the gaps (other year groups)?

Where are the gaps (other eligible groups)?

Reflective questions

Analysis and challenge toolkit for school leaders: primary

Where are the gaps (Year 6)?

Where are the gaps (other year groups)?

Where are the gaps (other eligible groups)?

Reflective questions

Planning and evaluation outline

Self-review questions for Governing Bodies

Below is the guidance for Secondary and primary schools re. where to look for the indicators.

Year 11: Indicator (using data from RAISEonline for 2011 and 2012, and school data for current Year 11. Definition of FSM for this purpose is the same as RAISE –those pupils eligible for the Pupil Premium under the ‘Ever 6’ measure. LAC and
service children in later section).

Data for the pupil outcomes table for Year 6 should be taken from RAISEonline.
Data for other year groups should be available from the school’s own tracking of pupils’ attainment and progress.

The following is a question raised by OFSTED about the date and indicators you have.

What does your data analysis tell you about the relative attainment and achievement
of FSM and non-FSM pupils for each year group? Are there any gaps? To what
extent are gaps closing compared with previous years’ data?

Early Years

Year 1 (consider   whether pupils are making expected progress on the basis of their Early Years   Foundation Stage score; consider the phonics screening check)
Year 2 (consider   predicted end of key stage results for reading, writing and mathematics at   each sub-level, as well as current data)Overall guidance

Pupil Premium used for: Amount allocated to the intervention / action(£) Is this a new or continued activity/cost centre?  Brief summary of the intervention or action, including details of   year groups and pupils involved, and the timescale Specific intended outcomes: how will this intervention or action   improve achievement for pupils eligible for the Pupil Premium? What will it   achieve if successful? How will this activity be monitored, when and by whom? How will   success be evidenced? Actual impact: What did the action or activity actually achieve? Be   specific: ‘As a   result of this action…’
If you plan   to repeat this activity, what would you change to improve it next time?

Self-review questions for Governing Bodies
Governors’ knowledge and awareness
1. Have leaders and governors considered research and reports about what works to inform their decisions about how to spend the Pupil Premium?
2. Do governors know how much money is allocated to the school for the Pupil Premium? Is this identified in the school’s budget planning?
3. Is there a clearly understood and shared rationale for how this money is spent and what it should achieve? Is this communicated to all stakeholders including parents?
4. Do governors know how the school spends this money? What improvements has the allocation brought about? How is this measured and reported to governors and parents via the school’s website (a new requirement)?
5. If this funding is combined with other resources, can governors isolate and check on the impact of the funding and ascertain the difference it is making?
6. Do governors know whether leaders and managers are checking that the actions are working and are of suitable quality?
Leaders and managers’ actions
1. Do the school’s improvement/action plans identify whether there are any issues in the performance of pupils who are eligible for the Pupil Premium?
2. Do the actions noted for improving outcomes for Pupil Premium pupils:
 give details of how the resources are to be allocated?
 give an overview of the actions to be taken?
 give a summary of the expected outcomes?
 identify ways of monitoring the effectiveness of these actions as they are ongoing and note who will be responsible for ensuring that this information is passed to governors?
 explain what will be evaluated at the end of the action and what measures of success will be applied?
3. Is the leader responsible for this area of the school’s work identified?
4. How do governors keep an ongoing check on these actions and ask pertinent questions about progress ahead of any summary evaluations?
5. Are the progress and outcomes of eligible pupils identified and analysed by the school’s tracking systems? Is this information reported to governors in a way that enables them to see clearly whether the gap in the performance of eligible pupils and other pupils is closing?
Pupils’ progress and attainment
1. Does the summary report of RAISEonline show that there are any gaps in performance between pupils who are eligible for free school meals and those who are not at the end of key stages? (Look at the tables on the previous pages of this document for some indicators to consider)
2. Do the school’s systems enable governors to have a clear picture of the progress and attainment of pupils who are eligible for the Pupil Premium in all year groups across the school, not just those at the end of key stages?
3. If there are gaps in the attainment of pupils who are eligible for the Pupil Premium and those who are not, are eligible pupils making accelerated progress – are they progressing faster than the expected rate – in order to allow the gaps to close? Even if all pupils make expected progress this will not necessarily make up for previous underperformance.
4. Is the school tracking the attendance, punctuality and behaviour (particularly exclusions) of this group and taking action to address any differences?
Overall, will governors know and be able to intervene quickly if outcomes are not improving in the way that they want them to?

There is also a good document giving examples of good practice at

Hope this helps if you have any ideas to share with others where you have used it successfully please add comments.

Literacy is everyones job.

When I am in schools particularly those where they are not outstanding and when you ask them about literacy of the pupils they say ‘ oh, that is so and so’s job,’ or ‘its X, Y or Z’s department’.  Even more interesting is that they cannot see that every encounter with them is an opportunity to support the childs learning.

As a teacher you cannot absolve yourself by saying literacy or numeracy is not my job. Within each different subject there are words that are specific that the children need to read and understand. It’s not about the literacy coordinators job or the English departments job but each individual teachers job to equip the child with the skills they need and if this means more literacy in context or numeracy examples out of math specific sessions then it is our duty to do this.