Support for Writing: The local authority approach in Cambridgeshire

Simple item page
dc.contributor.authorSmith, Karenen
dc.coverage.spatialUnited Kingdom of Great Britain and Northern Irelanden
dc.date.accessioned2023-04-22T07:30:54Z
dc.date.available2023-04-22T07:30:54Z
dc.date.issued2009en
dc.description.abstractBackground: The purpose of the study was to raise attainment in writing by developing teaching approaches and use of curriculum resources in targeted schools, and to measure progress towards success criteria using CVA data, teacher assessment, text-type guidance, progression papers, steps in learning, and pupil writing targets. Aims: The main aim of this development work was to raise attainment in writing by developing teaching approaches and using curriculum resources in targeted schools, especially for teachers who recently joined the profession. Drawing attention to existing materials, inspiring teachers with texts, and providing guidance on text types, steps in learning, and pupil writing targets were all key elements of this work. The main barriers to successful implementation were lack of confidence and headspace among teachers, and competition for staff meeting time. Methods: Participants included Head of School Improvement, National Strategies Consultants, Y2 and Y4 teachers, Literacy Subject Leaders, NQTs, and experienced teachers, all of whom were inspired by texts and found Progression papers and text types guidance to be the most useful. Barriers to successful implementation included lack of confidence and headspace due to being overloaded, and competition for staff meeting time. Methods used included targeted support in school, coaching model, demo guided writing, team teaching, and tailored impact measures devised by the literacy team to review progress. Findings: The main findings are that teachers need more confidence and resources to successfully implement new ideas, and that targeted support and CPD sessions have had a positive impact on teaching and school organisation. Implications: The findings suggest that teachers need more support and resources to successfully implement new approaches to teaching, such as guided writing. Additionally, there needs to be more time allocated for staff meetings and lesson study, as well as more funding for CPD.en
dc.identifier.urihttps://hdl.handle.net/20.500.14069/149
dc.language.isoenen
dc.sourcehttps://webarchive.nationalarchives.gov.uk/en
dc.subjectPrimary educationen
dc.subjectEnglish - writingen
dc.titleSupport for Writing: The local authority approach in Cambridgeshireen
dc.typeResearch Reporten
lrmi.educationallevelISCED Level 1 Primary educationen
lrmi.targetnameisced13::Generic programmes and qualifications::Literacy and numeracyen
lrmi.typicalagerange6-11en
Files
Original bundle
Now showing 1 - 2 of 2
Thumbnail Image
Name:
WWW-245398-Smith2009.pdf
Size:
158.12 KB
Format:
Adobe Portable Document Format
Description:
Research Report generated by Camtree from the original version athttps://webarchive.nationalarchives.gov.uk/
Download
No Thumbnail Available
Name:
sample Pip diary.doc
Size:
5.13 KB
Format:
Microsoft Word
Description:
Supplementary document linked to "Support for Writing: The local authority approach in Cambridgeshire"
Download
Collections
'What Works Well' Case Studies