| East Renfrewshire Council |
|
| Strategy |
- Provide extra teaching support for P1 and P2 classes
- Provide extra support through visiting services
- Develop the role of an early literacy co-ordinator in each
school
- Encourage planning for early interventions
- Provide high quality staff development
- Give additional support in early assessment
- Develop better working between primary and nursery
- Screen pupil attainment at P3 in reading and number
- Let original research inform practice
- Monitor the strategy by a multi faceted group
- The Council gave extra commitments to early intervention.
|
| |
| Scope |
| 7 Primary Schools, 2 Nursery
Schools and one Children’s Centre |
| 340 pupils in the pre-school
year, 272 Primary 1 and 261 at Primary 2. |
| |
| Achievements |
| Early Intervention has enjoyed a
high profile in the authority and in all schools. |
| The staff development for early
literacy co-ordinators has shared good practice and encouraged reflection eg on how
reading is taught. |
| Continuity from nursery to
primary has been developed. |
| There is more rigour in both
nursery and primary schools. |
| The role of the ELC makes a
significant contribution to the school ethos. |
| Generally there is a more
positive outlook towards literacy and number. |
| Anecdotal evidence suggests that
expectations are higher and that standards of achievement are being raised. |
| Recent reports on research and
HMI findings have been welcomed. |
| Much has been achieved in a
year. |
| |
| Emerging lessons |
| More work on communications with
and working with parents is necessary. |
| All schools are making demands
for positive recognition and for extra resources. |
| Wider staff development is
necessary within all schools. |
| Dedicated work with P1 and P2
teachers is necessary. |
| Early assessment has
implications for extra support to meet identified needs. |
| More could be achieved with a
little extra time for key personnel in schools. |
| Too much time is spent on action
and not enough on thinking. |
| Transition from nursery to
primary is a key time in educational development. |
| There is less complacency or
coasting through the stages of individual progress and development. |
| |
| Local Views |
| "The staff development
has been excellent - especially Colin Harrison and Louise Hayward" A
teacher |
|
| "The staff appear to be
enthusiastic and quite excited by recent developments" A school board member
|
|
| "The nursery are doing
more exciting things" A parent |
