Interventions for  Literacy     

FAQ's

As a parent/carer you will want to know how well your child is doing at school. Schools are required to track the progress of your child in the school on a regular basis and tell you of that progress.

Currently in the Early Years, progress is recorded in The Early Years Foundation Stage Profile (EYFSP). As children move out of the Foundation Stage their progress
is usually described as a National Curriculum level though sub-levels can give you better information. For
example, 1a is higher than 1c. At the end of Key Stage

1 the average child should have reached level 2, and at the end of Key Stage 2 the average child should have achieved level 4.

However this form of reporting progress (ie in levels) will be reported for the last time at the end of the academic year 2015. From September 2015 test outcomes will be reported in a different way and an individual’s progress will be measured against all those who had the same baseline as that individual. 

More information about the timetable for introducing the new National Curriculum and the testing and reporting arrangements can be found here: https://www.gov.uk/government/publications/key- stage-2-assessment-and-reporting-arrangements-ara

If, for whatever reason, your child is not making satisfactory/good progress, then the school should share this information with you and explain what they are doing to support your child’s learning. This is also the time to find out what you can do to help. Likewise, if there are events happening at home such as a new baby, a bereavement or divorce, this may have an impact on how your child is coping at school and their progress. Events such as these may have a short-term effect. However, any information on events that might make a difference to your child’s progress should be shared with the class teacher.

There will be some children in the Foundation Stage who are described as having ‘difficulties’ and whose progress is slow. 

The EYFSP is used to track development, monitor progress and support the early identification of difficulties. Early difficulties that can affect literacy (the ability to read and write) include problems with speaking and listening, learning sounds in the English language and understanding what books and words are. The school will be tracking how well your child is doing and finding out where there are gaps in their learning. They will know what they need to do to help your child’s progress. Early difficulties can often be sorted with the right type of help.

Children who continue to have literacy difficulties generally need more than the normal classroom teaching to progress. Therefore, if your child has been identified as having literacy difficulties by the school and is falling behind they will need some additional support (intervention) to help them.

Currently there is an expectation that the average child will make two levels of progress during the key stage. However, this will change from September 2015 to a measure that is relative rather than absolute.

For example, if a pupil has an average point score (APS) of 19 at KS1, the average point score of all pupils 

with an APS of 19 at KS1 will be calculated. If the pupil in question achieved a higher or lower scaled score than the average then that will tell us whether or not that pupil is making good progress.

It is likely that if your child has literacy difficulties, their progress will be slower. We also know that there is an optimum time to intervene to help close the gap between your child and their peers. OFSTED will be looking to see that schools provide accurate information showing the progress pupils are making. The information should be meaningful for pupils, parents and governors.

Interventions work best when delivered before a child reaches Year 3 in school. Early intervention is recommended by the Department for Education. Therefore schools should have intervention programmes available at Key Stage 1 for those children who need them.

It is important that a child with identified literacy difficulties of a significant nature should receive intervention in Key Stage 1 rather than wait until KS2. Intervening early will prevent literacy failure becoming embedded. 

 

What article would you like to read?

1. Interventions for Literacy

2. SEN Provision

3. Expectations

4. Children with Persistent Literacy Difficulties

5. Use of the Term ‘Dyslexia’

6. Roles of the specialist Teacher

7. Frequently Asked Questions

 

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info@thedyslexia-spldtrust.org.uk