Key strengths:   

• Little Green has an embedded culture of reading, supported by regular events, author visits and teacher input. 90% of our Year 6 pupils completed Key Stage Two at ARE+ in reading in 2022 and this percentage has continued to increase year on year. 

• Our bespoke sequence for teaching reading is in line with research promoted by Ofsted. Children spoken to enjoy the range of texts they cover during the school year. 

• The Reading Spines are beginning to become embedded as part of the school and children give positive feedback about them. We have developed them to be inclusive and representative of our children. 

• Our lowest 20% of readers are supported with their reading through weekly reading conferences with an adult and teachers ensure books are well pitched. Where appropriate, phonic interventions are put in place quickly. 

• The teaching of writing has significantly improved this year. A clear intent for writing has been shared with staff and an emphasis put on modelling and narration of learning. 

• Grammar skills are beginning to be taught more clearly in each year. Children in the summer term were much better at narrating the specific grammar skills they have been taught. 

• Our Year 6 teacher assessments were externally moderated in 2022. 16 books were looked at and 14 were agreed. Two children on the cusp were move up to the higher level. 

• Whole Class Feedback is an innovative and effective method of supporting children with narrating their learning and developing the independence to improve their writing. 

• Little Green has an embedded mastery approach to the teaching of English. Learning is scaffolded up to high expectations, rather than differentiated down. 

• The content of the curriculum has been carefully designed to be diverse and engaging. Children are exposed to classic and modern literature and lessons are built around creative and enjoyable activities which allow children to demonstrate a clear progression of knowledge and skills. 

Key Areas for Development: 

• We have identified handwriting as an area in need of improvement. We are removing the need for pen licences and will be exploring intervention where necessary. 

• The explicit teaching of spelling has been a focus and is an area in which we have been able to see considerable improvement with some fine tuning still ongoing. CPD has been put in place to support all staff with having the skills to teach phonics and fully embedding this practice remains a priority. 

• Class Story time (the modelling of reading) remains a priority of the subject leader. 

• At the end of Key Stage Two in 2022, 69% of our Year 6 children achieved ARE+ in writing (in line with the national average) which represents a notable drop due to the impact of Covid-19. Restoring attainment in writing to previous levels, and better, is a priority in the coming academic years.

See below for detailed next steps and development focuses for Learning Walks and Pupil Book Study in the future.