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Raising Standards in Literacy and Numeracy |
| Orkney Islands Council |
| Strategy |
| The scattered, remote locality of the Orkney Islands, determined in part the local authority’s need for a clear strategy for Early Intervention. |
| Proposals were based on and structured by the implications for staff development as identified by the evidence from previous Early Intervention projects, research findings, presentations and discussions. |
| The result considered to be most cost effective for Orkney was the appointment of additional staff: the secondment of a Staff Tutor and 3 Early Intervention Nursery Nurses (to work in primary classes). All posts were to have clear remits to support the teaching of literacy and numeracy at the early stages. |
| Through School Development Plans, the local authority alerted all schools to review their practice in teaching literacy and numeracy. |
| Inservice training was led by a team from Moray House to which all schools sent a representative. |
| Specific schools were identified to be supported by the additional personnel - namely Papdale Primary School, Eday Primary School and Sanday Junior High School. |
| Scope |
| In Orkney there are 22 Primary Schools, including 4 Junior High Schools with Primary Departments. There is also a school for pupils with severe and profound special educational needs. All schools are benefiting from the project, through support and access to the Staff Tutor. However particular support is targeted at the 3 schools with Early Intervention Nursery Nurses. |
| Papdale Primary School 30.5 hrs |
Roll - 500+ | Pupils benefiting (Pr1-3) 221 |
| Eday Primary School 17.5 hrs |
Roll - 12 | Pupils benefiting (Pr1-3) 5 |
| Sanday Junior High School 17.5 hrs |
Roll - 86 | Pupils benefiting (Pr1-2) 17 |
| Achievements and emerging lessons |
| There has been a clear focus on the literacy aspects of the curriculum by Early Years staff. The use of rhyme and alliteration has been reinstated as a focus not only in pre-school classes, but also on through to early primary stages (Pr1-3). This has been seen to have significant benefits to young children’s understanding of sound patterns, the building up/segmenting of word families and phonological awareness. |
| Schools are looking critically at learning and teaching strategies, including reviewing resources (both human and material). Staff Development materials are being used to further enhance approaches to literacy acquisition. |
| Undoubtedly the addition of a Nursery Nurse in the primary classrooms has made a significant improvement to the levels of achievement in these classes. |
| Local views |
| "Early Intervention has helped us to focus on sound awareness. The children became enthusiastic about their reading and enjoyed active learning activities with different members of staff". Margaret Bremner (Acting Headteacher - Eday Primary School). |
| "The Nursery Nurse has been able to give quality time to particular children/groups of children, in 9 different classes. A lot of children are getting extra help. Games and materials are being used beyond their original audience of Pr 1/2 eg with LS and Pr4!. Feedback from Pr3 parents suggests that Early Intervention has helped children to get over the hurdle with reading". Isabel Gillon (Assistant Headteacher - Papdale Primary School). |
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