We addressed teaching and learning by:
- Two members of staff were given specific responsibility for improving the quality of the teaching of phonics, and given specific planning and review time to do this;
- A review of teaching was completed and areas for improvement were identified;
- Lessons were observed and feedback was given. With phonics learning walks built in to the monitoring schedule;
- Planning formats were reviewed and the progression in planning documents monitored. Planning sheets and outcomes from each lesson were reviewed each day and next steps planned. All staff were involved in the planning and commented on outcomes;
- Areas for challenge and support in each group were clearly identified. A system for improved communication between staff was introduced. Children were grouped and regrouped based on the information gathered during the week. This flexibility meant the needs of every child were being met;
- Good use of data was essential. We carried out regular phonics screening and the data was analysed, gaps and areas of concern identified quickly and action taken;
- More parental involvement has been essential. Special workshops for parents were timetabled where the parents produced phonic packs to use at home. Teachers demonstrated how to use the phonic resources and parents were supported to build their confidence. This was regularly repeated, regardless of turn-out, to ensure that parents were engaged.