Initial Data
Staff Responses
Before starting the research project, staff were asked to consider the independent activities during GRaSp time. Responding with always, sometimes or never.
- Are pupils challenged during independent GRaSp activities?
- Always - 0%
- Sometimes - 66%
- Never - 33%
- Do pupils make progress during independent GRaSp activities?
- Always - 0%
- Sometimes - 100%
- Never - 0%
- Do pupils ask questions during independent GRaSp activities?
- Always - 100%
- Sometimes - 0%
- Never - 0%
- Are pupils given the opportunities to reflect during independent GRaSp activities?
- Always - 0%
- Sometimes - 66%
- Never - 33%
Staff discussions also revealed that teachers felt that pupils' desire to read had declined since Covid-19 and that the increased use of devices could be having an impact on this.
Reading Age Data - Autumn 2022
Reading data shows that 51% of pupils are making at least month on month progress in their reading. A target set by senior leaders was to raise this to 80% across the school. Of this data 56% of progression step 3 pupils were making at least month on month progress in their reading.
'Real Time Reccy' Obersations
'Real Time Reccy' observations showed that a majority of independent activities planned across the school during GRaSp time were passive activities. Activities such as handwriting, use of online reading packages, a mixture of grammar activities.
Observations also showed that around half of pupils were able to successfully select the right level of challenge.
Very few pupils were unable to complete the tasks independently for a mixture of reasons including managing learning environment, requiring motivation, access to appropriate resources.
Most pupils were engaged in their learning and were able to complete the task in the given time.
Staff during this time work with a focus group of pupils and are able to give sufficient in the moment feedback to those on independent activities.
Pupils working within a focus group receive high quality feedback and nearly all learners are challenged and engaged in their learning.
PEST (Pupil Evaluation School Team)
Evaluation of reading in the Autumn term can be found by clicking the picture below:
Pupil Responses
Baseline Comments
- Staff, pupil and 'Real Time Reccy' data suggests that a mixture of active and passive teaching and learning approaches are taking place during GRaSp time inline with suggestions from research
- Pupil questionnaire reveals that pupils would like to make more choices in their independent GRaSp time
- Staff, senior leaders and pupils both feel reading can be improved by having more time to improve reading skills and practise reading skills. Staff rate current teaching of reading a 6/10
- Staff feel that the profile of reading needs to be raised across the school to encourage a love of reading
- Pupil reading age data, suggests that around half of our pupils made month on month progress in Autumn 22 and that staff suggest increased device time post Covid-19 could be a contributing factor.
Although current provision allows for both active and passive teaching and learning, the reading data suggests that different approaches should be trialled to improve month of month progress.