Professional Documents
Culture Documents
ESTELLE EVANS
Read Write Inc. How will the implementation of a prescriptive
Introduction
synthetic phonics program into the school and asks what effect it
form entry primary school with approximately 460 children the roll
pupils are challenged and lower attaining pupils are given correctly
decided to implement the Read Write Inc and Fresh Start programs
and those who are Gifted & Talented (G&T) in Literacy across the
2 Estelle Evans
with the program as I had previous experience with the initiative at
my previous school.
The Read Write Inc and Fresh Start programs were devised by
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Eva101 \l 1033 ] who now sits on various Literacy and education
and Secondary schools, but also available to buy for the individual.
The program has been rolled out all over the country (to
of success, but of course, does have its critics. Many schools took
training days1) after the Ofsted report ‘Reading by Six. How the best
schools do it’ revealed that seven out of the twelve schools in its
study were using Read Write Inc and/ or Fresh Start.[ CITATION
Ofs09 \l 1033 ]
1
http://www.ruthmiskinliteracy.com/phonics-training.aspx
4 Estelle Evans
Locally, a report by Leicester County Council concluded that ‘the
Fresh Start’ program had been value for money, having an impact
same report stated that there was added value ‘that data can not
one school year after the Fresh Start program was introduced.
Level 4
December (Interim) Level 3
Level 2
Level 1
Baseline Assessment
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July (End of Year)
Level 5
December (Interim) Level 4
Level 3
Level 2
Level 1
Baseline Assessment
METHODS
I used the assessment pro forma from the handbook which comes
Reception to Year 4 who are working below level 2 and the Fresh
Start Program is primarily for children from Years 5 and 6 who are
looks at the child’s ability to read, not write. For this reason, some of
6 Estelle Evans
whether on the Special Educational Needs register or not can
It was advised that only one person administers the assessment for
the whole school to make the test fair; some of the assessment
things to different people. (The words “some” and “most” are used).
Children who could read, with ease, all the associated material in
Once the assessments were finished and collated all teachers and
on Read Write Inc, but the teaching of phonics for Year 5 and 6 are
similar and the theory is the same for both programs, starting with
the 44 sounds in the alphabet code. Before the initiative was rolled
out in school a further inset day of training was held; was mainly
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focussed on how a daily Fresh Start lesson would be organised.
(Appendix vi)
“speed sounds” chart (Appendix vii) , green words, red words, (see
Joh06 \l 1033 ] The lessons are divided into different activities each
“speed words”
“hold a sentence”
“build a sentence”
reading a text
comprehension
partner work
deconstruction
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It is a multisensory approach so that children learn variously from
1033 ].
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Fig 4 A selection of resources needed for a Fresh Start lesson
Introductory, Modules 1 – 5
Modules 6 – 14
Modules 15 – 20
Modules 21 – 34.
children with whom I work. All teachers and support staff are
Initially I had seven children but now have thirteen as one member
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There has been an impact on staffing since the program started.
deliver the program, and even though planning is left for them, it will
staff only work part time, therefore their group has to be adopted by
another part-time member of staff for part of the week. The change
children alike. It is now more imperative than ever that children are
one hour and ten minutes. Figures show that punctuality has
gain access to the actual data). I have heard one or two members
discussing the pros and cons of the initiative. They have also had
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THE READING WARS?
but the outcome of this has led to lower level of attainment and
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www.letterland.com
4
www.jollylearning.com
5
www.letters-and-sounds.com
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implemented in 2012. However, there has been a backlash from
[ CITATION War11 \l 1033 ] The review found that in the past three
years although the expected phonics level has risen 5%, the
Dam11 \l 1033 ]
88%
86%
84%
82%
80% 2008
78%
2011
76%
74%
72%
70%
Phonics Reading
Fig 4 Findings from the Tickell Review: the rise in phonics attainment levels have
risen from 76% to 81% while the corresponding reading levels have only gained
2% from 85% to 87%.
The current revised conditions for success are set out on the
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Ofsted and schools’ self-assessment. (SEF). Briefly, these finding
fast’ approach
correspondences
DfE11 \l 1033 ]
FINDINGS
Ruth Miskin’s Literacy program, three had data for Fresh Start:
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Woodberry Down (Hackney). I have collated the data available
100%
90%
Level 4
80%
70% National
Average Level
60% 4
50%
40% Level 5
30%
20% National
Average Level
10% 5
0%
Bourne Abbey Old Ford Woodberry Down
Fig 5 Data from ‘The schools and their approaches’ (Reading by Six. How the
best schools do it.)[ CITATION Ofs09 \l 1033 ]
As you can see, all schools achieved over the National Average at
Level 4, but interestingly two of the schools did not achieve the
Locally
This leads me to question whether it has been left too late for
“needs are identified and addressed too late, for example just
School
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In my own school five children in Year 6 have been identified that
have, essentially ‘slipped through the net’. None of these pupils can
(one of whom has Autistic Spectrum Disorder (ASD), the other, who
level 1c. The other three are grouped together working with a
Aptitude Tests (SATs) but these five children will not be able to
access them; they neither have the decoding skills to read the
children it seems, this program has simply been introduced too late
that it will not have any impact on their achievement overall as they
are now being given the basic phonics skills with which to build
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baseline assessments from the tracking grid and compares them to
12
310
300
10
290
8
280
270
6
260 Phonics
ReadingScore
Age Nov
Nov 2010
2010
4 Phonics
ReadingScore
Age May
May 2011
2010
250
2
240
230
0
knowledge and reading ages. Not one child has regressed and
Qualitative Findings
their new literacy lessons and the findings are in Appendix xi.
All the children agreed that they have made improvements in their
reading and writing, however, from marking the work I have found
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that some children are struggling with the writing, especially boys
in Appendix xii ).
Conclusions
summarises
The ‘balanced approach’ takes the ‘whole word’ movement and the
(1990) penned the term ‘balanced literacy’, but it too has been
reading lessons are still ‘in situ’ but is to be reviewed after the
rather than writing – recognising the phoneme rather than the ability
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to write the grapheme. Read Write Inc and Fresh Start incorporates
1. Financial
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7. The school is responding to government legislation, Ofsted
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http"dfe.gov.uk/schools/teachingandlearning/pedagogy/a0010240/c
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