School Context:
My school is larger than the average-sized primary school with 471 children. Pupils are taught in two parallel classes in each year group. Pupils come from a range of different minority ethnic backgrounds. The majority come from White British and Pakistani backgrounds. The proportion of pupils who speak English as an additional language is above average. The proportion of disabled pupils and those who have special educational needs supported through school action is above average. The proportion of pupils supported at school action plus or with a statement of special educational needs is also above average. The proportion of pupils eligible for the pupil premium is slightly below average. The school has a specialised resource unit which caters for pupils with hearing impairment. The Early Years provision consists of a part time Nursery and full time Reception classes.
My teaching group
- Year group: Year 1
- Ability range: A very vast range of abilities which range from P3 to 2B.
- Any particular issues: One pupil in my class is educated off site in another institution two days a week. Two children in my class are hearing impaired and are taught literacy by the hearing impaired teacher at my school.
Focus children
AA: EAL (Pakistani) girl who is low ability. AA started the year on P5 and has progressed to a level 1C . She is very easily distracted and lacks confidence. Her confidence has grown throughout the year and she is now able to write simple sentences independently.
MM: EAL (Pakistani) boy who is average ability. This child has fine motor difficulties which has slightly improved this year. He works hard and enjoys writing, particularly in his writing journal!
He often needs reminding to not rush his work and make sure that he reads through and edits his own work. MM started the year on a P8 and has progressed to a level 1C. |
CF: A high ability girl. CF started the year on P8 and has progressed to a level 2C. She is very focused and works very hard. CF is a confident writer and she has particularly enjoyed the storytelling approach.
AM: EAL (Pakistani) girl who is at the lower end of average ability. She was absent from school for half a term during the Autumn term – this impacted on her learning but in recent months she has made good progress. She works very hard but lacks confidence. She often needs reminders to use the resources around her. AM has struggled with her phonics and this is evident in her spellings. AM started the year on P7 and has progressed to a level 1B.
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AK: EAL (Pakistani) boy who was very low ability at the beginning of the year. This child had fine motor difficulties at the beginning of the year but this has improved considerably. He started the year on P5 and has progressed to a level 1C . He lacks confidence and relies on adult support.
AM-A: An English speaking girl who is average ability. She often needs encouragement and adult support to keep focused. AM-A finds independent activities tricky and she can be overwhelmed when writing. Storytelling has impacted hugely on her – she no longer needs as much adult support and she is believing in herself more. AM-A has progressed from P7 to 1A.
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Examples of work, before and after teaching
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Before
Before
Before
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After
After
After
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