TR&W Issue 20

unpicking forensically to diagnose next steps for teaching and learning. We therefore worked with their teachers to look carefully at target pupils’ actual writing. The STA’s non-statutory teacher assessment frameworks and writing exemplifications for the end of Key Stage 1 ( tinyurl.com/tp-KS1Assess ) and Devon County Council’s Year 3 Evidence Gathering L ast year, my colleagues and I – all English advisors – observed that a number of teachers had been reporting concerns that, despite their concerted efforts, some pupils were finding certain aspects of writing tricky. Spelling, basic sentence construction and maintaining the correct purpose and audience across a piece were all proving difficult for them. These teachers also mentioned lingering knowledge and skills gaps from lockdown. My fellow English advisors and I had noticed similar issues when carrying out writing moderation activities. We wanted to help, but where to start? Drawing on evidence-informed approaches, we put together a year-long project comprised of professional development sessions coupled with bespoke, in-school visits. The project was fluid, changing to address the issues we found through working collaboratively with the teachers involved. Targeting selected Year 3 pupils, the project aimed to overcome barriers identified within end-of-KS1 assessment – setting a secure trajectory for achievement and progress across Year 3. Here are some of the things that worked best. Forensic assessment Although teachers receive attainment data for their incoming pupils, this needs Grid ( tinyurl.com/tp-EGGs ) proved helpful when assessing children’s level of attainment in detail. Harnessing pupil voice Pupil voice can become a luxury in a packed curriculum. So, at the start and end of the project we worked through a questionnaire, one-to-one, with each target pupil. The results were both enlightening and useful. For example, hearing of the value pupils placed on transcription when asked What makes you a good writer? and about diverse home literacies via the question Do you ever write at home? enabled practice and provision to be reviewed accordingly. It also enabled us to track the slight but Filling in THE GAPS Kathryn Brereton reports on an innovative Year 3 writing project aimed at improving provision, practice and pedagogy “It was exciting to learn of the progress teachers and their pupils were making” 18 | www.teachwire.net