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The following is a brief summary of some
key points from the Welsh inspectorate OHMCI report. For a
copy of the report contact School Performance Division, Welsh
Office, Government Buildings, Cathays Park, Cardiff, CFI 3NQ.
Tel: 01222 823 207. A brief overview of The role of LEAs in raising standards of literacy: a summary report based on LEA inspections conducted during 1999 (Estyn, October 2000), is also included below.
Targets for improvement:
- by 2000, between 60 and 70% of all 11-year-olds
will be expected to reach level 4 in English or Welsh, mathematics
and science;
- for 2002, between 70 and 80% of all 11-year-olds
should reach level 4 in these core subjects.
Individual primary schools will be required
to set their own targets for improvement in the light of these
targets.
Additional resources for literacy have been
provided within an expanded Grants for Education Support and
Training programme for 1998-9. £4.5 million has been
allocated for litercy and numeracy at local level.
A strategic approach
The main focus of the policy for raising
standards of literacy will be on schools and teachers. However,
the wider strategic approach aims to influence the climate
of public understanding of matters to do with literacy generally.
Fluency in Welsh and English
The Government's commitment to improving
standards of literacy covers Welsh and English. The central
thrust of the Government's policy and its underpinning principles
is intended to apply irrespective of the language of instruction.
The challenge of developing language skills will, however,
be influenced in part by a school's linguistivc character
and the nature of the community it serves.
Action for schools
Every primary school should:
- Evaluate its approach to the teaching
of literacy in light of the OHMCI (inspectorate) evidence
and guidance;
- Place classroom teaching skills at the
heart of school-based literacy strategies;
- Set stretching targets for improvement.
The OHMCI evidence highlights features which
successful schools have in common. These include:
- A clear focus on instruction through
direct teaching;
- Effective use of teaching time across
the curriculum;
- Systematic and challenging teaching of
phonics, spelling and vocabulary.
The approach towards improving standards of
literacy in Wales is predicated on a strategic approach at school
level that is supported by locally well-targeted and professionally-informed
advice and guidance drawing on the best available evidence.
The details of how to set about this challenge will be for individual
schools to determine.
It is therefore not the intention to specify
a particular amount of time that should be allocated to the
teaching of English or Welsh. The model of the Literacy Hour
is welcomed, but it will remain a matter for local discretion
in Wales.
Literacy
in Primary Schools - a report by OHMCI
This report is contained within Raising
Standards of Literacy in Primary School. It outlines the
features of good and poor practice and gives details of the
characteristics of good practice including examples. It concludes
with:
Key Issues For Action
- Achieving high standards of literacy
should be a priority for all primary schools. The school
development plan should recognise that priority;
- All schools should evaluate their performance
regularly to identify strength and weaknesses in the teaching
and learning of literacy skills, highlight specific priorities
for action and focus effort on raising attainment;
- Schools and their governing bodies should
set clear targets for improvement and take specific action
to achieve those targets;
- School targets should be set in the context
of school and national targets for improvement; they should
state plainly the expected outcomes and the standards to
be reached;
- Targets for improvement should be accompanied
by clear plans for achieving them. The plans should include
reference to curriculum content, teaching methods, assessment
and the effective use of teaching time.
- Heads and curriculum leaders should take
a direct interest in teaching and learning, actively monitoring
and evaluating the quality and standards of work, setting
realistic goals for improvement and providing support and
encouragement for staff. They should convey high expectations
and ensure progression in the development of pupils' literacy
skills.
In 2000, Estyn published The role of LEAs in raising standards of literacy: a summary report based on LEA inspections conducted during 1999 (Estyn, October 2000). This report, based on 11 inspections of local authorities in Wales, aimed to highlight good practice and assist with the development of literacy strategies.
Inspections found that although strategic planning for improving standards was considered generally satisfactory, plans did not always contain enough detail of the intended outcomes of particular initiatives for their effectiveness and value for money to be evaluated successfully. Self-evaluation was found to be limited. Most LAs had made a start on meeting best value requirements but there was a need for more careful identification of a range of performance indicators.
Key issues for improvement included: raising the achievement of boys relative to girls; maintaining and developing further partnership approaches with other agencies to promote lifelong learning in literacy; and develop more effective systems for disseminating the important messages from successful literacy initiatives.
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