The Grange Junior
School is bigger than the average sized primary school and provides full-time
education for 275 pupils. It includes a 24 place unit for pupils with moderate
learning difficulties. The proportion of pupils currently entitled to receive
free school meals is above the average found nationally and the school benefits
from local and national initiatives including Excellence in Cities and
Education Action Zone. A significant number of pupils join the school other
than at the normal point of entry. In the last Year 6 cohort, for example, more
than 30 per cent of pupils were in this category. The proportion of pupils on
the register for special educational needs, currently 37 per cent, is
significantly higher than the national average, and the proportion of those
with statements is very high compared with the national picture. In the most
recent Year 6 cohort to take the national tests, for example, 16 per cent of
pupils had statements of special educational needs.
By the age of 11,
standards in speaking and listening are above average for pupils' age, and
reading standards are similar to those found nationally. However, standards in
writing are below average, and this means that overall standards in English
fall short of those found nationally.
From Ofsted
inspection report - November 2003
Background and
rationale
Whilst progress has
been made in writing across the school, the staff now feel that pupils'
difficulties with spelling are inhibiting progress and affecting the quality
and content of their writing. Being conscious of their spelling has an effect
on the fluency and creativity of their work. The school has found that many
pupils find it difficult to apply knowledge and skills learnt, to realistic
writing activities. This project seeks to establish a consistent, though not
common, approach to the teaching of spelling through the school - an approach
that enables pupils to build their spelling year on year. The project will also
acknowledge the need to involve parents in the development of their children's
spelling skills.
Project Report
Commentary
The project has
made approaches to spelling 'consistent throughout school' and the teachers
have benefited from receiving the same input.
The sessions were
very engaging.
The module tutor
was well prepared and encouraged staff to develop their own ideas and
strategies.
Implications
Pupils are using
strategies more than they would have done previously.
The profile of spelling
has been raised in the classroom.
Spelling displays
have been put up in each classroom which is enabling the pupils to write with
more independence and confidence.
Spelling is not an
inhibitor anymore, pupils are now using words that they are unsure of how to
spell rather than choosing a familiar word of which they know the correct
spelling.
Spelling had not
had a high profile and previously pupils were not willing to have a go, this
has now improved.
Evaluation
Teachers are
identifying positive aspects of spelling mistakes - for example if only a
couple of letters are incorrect.
Research was
provided regarding more able pupils which was found to be particularly useful.
Improving pupils'
spelling has been linked to every teacher's performance management targets.
Evidence of impact
Teachers' planning
- to teach different spelling strategies.
