Camtree Digital Library (Univ. of Cambridge)

Background: The purpose of the study was to improve communication, language and literacy skills in the Foundation Stage and literacy at Key Stage 1, by developing teaching and learning in the daily discrete phonics teaching session and application of skills in guided reading and writing.

Aims: The main aim of the project was to increase the numbers of pupils who can meet the expectations of the new phonics resource ‘Letters and Sounds’, and to increase the numbers of children who become confident, independent readers and writers in the Foundation Stage and Year 1.

Methods: The project involved teachers, teaching assistants, school leadership teams, consultants, and parents, all working collaboratively to improve communication, language and literacy skills in the Foundation Stage and Key Stage 1. The project used collaborative working, training, modelling, demonstration, partnership teaching, and learning conversations to develop staff subject knowledge and pedagogy, and to implement the new phonics resource ‘Letters and Sounds’.

Findings: The main findings of the project are that collaborative working, training, and resources have led to increased confidence in reading and writing, increased motivation and engagement in sessions, and increased awareness of print in the environment.

Implications: The findings of this project suggest that collaborative working, training, and providing a rich learning environment can lead to increased confidence and motivation in reading and writing, as well as improved subject knowledge and assessment for learning

Murchison, Sandra

Cosgrave, Rebecca

Camtree Digital Library

Camtree Digital Library
Early Reading and phonics project:
Letters and Sounds in practice
Author Murchison, Sandra;Cosgrave, Rebecca
Title Early Reading and phonics project: Letters and Sounds in practice
Publication date 2009
Download date 2026-01-20 17:19:05
Link to Item https://hdl.handle.net/20.500.14069/221
CASE STUDY REPORT
Early Reading and phonics project: Letters and Sounds in practice
Sandra Murchison and Rebecca Cosgrave
This study was originally published in 2009 as part of the 'What Works Well' initiative, part of the National
Strategies for Education in England.
Abstract
Background: The purpose of the study was to improve communication, language and literacy skills in the
Foundation Stage and literacy at Key Stage 1, by developing teaching and learning in the daily discrete
phonics teaching session and application of skills in guided reading and writing.
Aims: The main aim of the project was to increase the numbers of pupils who can meet the expectations
of the new phonics resource ‘Letters and Sounds’, and to increase the numbers of children who become
confident, independent readers and writers in the Foundation Stage and Year 1.
Methods: The project involved teachers, teaching assistants, school leadership teams, consultants, and
parents, all working collaboratively to improve communication, language and literacy skills in the
Foundation Stage and Key Stage 1. The project used collaborative working, training, modelling,
demonstration, partnership teaching, and learning conversations to develop staff subject knowledge and
pedagogy, and to implement the new phonics resource ‘Letters and Sounds’.
Findings: The main findings of the project are that collaborative working, training, and resources have led
to increased confidence in reading and writing, increased motivation and engagement in sessions, and
increased awareness of print in the environment.
Implications: The findings of this project suggest that collaborative working, training, and providing a rich
learning environment can lead to increased confidence and motivation in reading and writing, as well as
improved subject knowledge and assessment for learning.
This abstract was generated by Camtree using a large language model (LLM) and added to the original report in 2023.
Keywords: Primary education; Communication, language and literacy; English - reading; English - speaking and
listening; English - writing
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Introduction
What were your reasons for doing this type of development work?
The project was conceived in response to the national focus following the Rose   Review, and reflected priorities
identified locally to improve standards in communication, language and literacy (CLL) in the Foundation Stage
and literacy at Key Stage 1. 
The purpose of the project   was to develop teaching and learning in the daily discrete phonics teaching   session
and also the application of these and other skills in guided reading and   writing. An overall goal of the project
was to increase the numbers of pupils   who can meet the expectations as identified in the new phonics resource
‘Letters   and Sounds’, and to increase the numbers of children who become confident,   independent readers and
writers in the Foundation Stage and Year 1.
Who might find this case study useful?
•  Support staff
•  Head of school improvement
•  Headteacher
•  Middle leader
•  National Strategies consultant
•  Senior leadership team (SLT)
•  SIP (School Improvement Partner)
•  Subject leader
•  Teacher
Description
What specific curriculum area, subject or aspect did you intend to have impact on?
•  Communication, language and literacy
•  English - reading
•  English - speaking and listening
•  English - writing
How did you intend to impact on pupil learning?
By developing staff subject knowledge and pedagogy through collaborative   working. 
By enabling teachers to implement the new phonics resource   ‘Letters and Sounds’ through support with
planning, modelling classroom   practice, pace, assessment and using the learning environment. There was to be 
 particular emphasis on application of phonics skills and knowledge in guided   reading and writing and across the
wider curriculum. 
By developing the   use of phonic tracker sheets and assessment materials, to enable teachers to   identify those
children performing within, below or above age related   expectation and better meet the learning needs of these
individuals or groups. 
By developing independence in reading and writing in the project   classes, so enabling children to problem solve
unfamiliar words, using the   knowledge and skills acquired. This would increase confidence in reading and  
enable confident, plausible attempts in writing. 
By encouraging the   project schools to raise awareness of phonics teaching and learning and share   expertise
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within the school community. 
By supporting schools to develop   work with parents to enhance children’s literacy learning.
What information or data did you use to measure progress towards your success criteria?
•  Observation outcomes
•  Periodic teacher assessment
•  Pupils' work
Describe the CPD approaches you used
Training and learning conversations were held on the launch day. Input on the   aims of the project, Rose Review
recommendations, guided work and development of   parental involvement were provided in the morning, with
time for discussions   around practice, individual classes and teachers’ questions and concerns in the   afternoon. 
Each week involved a variety of approaches, dependent upon   the requirements of the different teachers.
Modelling, demonstration,   partnership teaching and learning conversations were an integral part of the   project.
In some schools, consultants ran initial training on Letters and   Sounds and phonic subject knowledge for
additional Foundation Stage/Key Stage 1 teachers and teaching   assistants and also Key Stage 2 teachers and
teaching assistants (in order to support   those children working below age related expectation in Key Stage 2). 
Who provided you with support?
•  Local authority staff
How were you supported?
•  National Strategies standards funding 
•  Regional Advisor for Literacy – monitoring visits
Impact
What has been the overall impact on pupil learning?
•   increased confidence of children in reading and writing
•  increased   motivation and engagement in sessions and when reading and writing across the  
curriculum
•  children are choosing to read and write more in their   child-directed activities, using phonic skills and
knowledge, for example, counting   phonemes on fingers or using robot arms
•  children are noticing print more   in their environment
•  children are supporting each other more in   independent writing, rather than relying on adults in
classroom.
Thoughts you think are relevant to overall impact on learning
The structure of the sessions (revisit and review, teach, practise, apply) and the pace have been an important
factor in the impact on learning. The explicit teach part of the session has involved children in their own learning,
rather than them just undertaking a phonics game. Where this explicit teaching has been linked with children’s
learning across the curriculum and opportunities planned in to provide practice, children have been able to
consolidate decoding and encoding skills. 
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Providing a rich learning environment, with plenty of opportunities to engage with reading and writing, has led to
increased motivation and enjoyment for pupils. Tasks and activities linking phonics to the role play area have
been particularly successful in encouraging children to apply their skills and knowledge with increasing
independence.
Quotes you think are relevant to overall impact on learning
Quote from a project teacher regarding comments made to the school office staff from the School Nurse: She
came into school for the children's first school medical this week and normally dreads coming to (School X) as the
children never know the letters for the sight test. This time however, they all knew all of the letters! She was very
impressed! Isn't it great that people from outside can see the improvements!
Quantitative evidence of impact on pupil learning
•  Data comparison of cohorts
•  Periodic teacher assessment
Qualitative evidence of impact on pupil learning
•  Observation outcomes
•  Pupils' work
Describe the evidence of impact on pupil learning
Teacher observations/evaluations indicate that in reading: 
•  children have   increased confidence    
•   children are choosing to read in free time    
•   are   making good use of phonics    
•   target children are more engaged    
•   children   are more aware of print in the environment    
•   parents are more aware of how   they can help children at home    
•   children are progressing well through the   bookbands    
•   children are selecting to read in the role play areas    
•     children are wanting to read in class    
•   children are independently choosing   more challenging independent reading books    
•   children are more willing too   read at home. 
Teacher observations/evaluations indicate that in writing: 
•  independent writing in progress books shows progression for all pupils    
•   children are positive about writing and prepared to ‘have a go’    
•     children are supporting each other more    
•   phonic strategy is more apparent   in independent writing    
•   parents are reporting children keener to write at   home    
•   children are choosing writing activities independently in the   classroom    
•   children are making more plausible spelling attempts in   independent writing    
•   letter formation is more accurate    
•  children are   using a wider range of vocabulary    
•   children are demonstrating taught phonic   skills independently, for example, counting phonemes on
fingers. 
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CLLD data shows   improvement in achievement and attainment, please refer to the related   information
document called 'Comparison of CLL data from project schools 2007   and 2008' on the summary page.
What has been the impact on teaching?
•   more confidence in planning, teaching and assessment    
•   increased pace,   over time and within sessions    
•   increased subject knowledge    
•   assessment   for learning used to inform planning on daily basis    
•   teacher expectations   raised, particularly around January intake, mixed age and whole key stage  
classes
•   expertise shared throughout school with other teachers and   teaching assistants    
•   use of electronic resources developing    
•   learning   environment being used for teaching and application.
Evidence of impact on teaching
•  Evidence from observation and monitoring
•  Evidence from planning
•  Improvements in curriculum documentation
•  Teacher perceptions
Describe the evidence of impact on teaching
Teachers evaluated how the project had impacted on their own practice,   considering - changes in organisation,
planning, teaching and assessment:
•  subject knowledge 
•  working with colleagues 
•   development of resources. 
Their comments include: 
•  the Devon planning sheet had really helped    
•   they were more careful with planning of phonics    
•   their phonics   sessions had increased in pace    
•   their subject knowledge and confidence had   increased    
•   they were encouraging children to write earlier    
•   they were   developing and improving resources for phonics    
•   their teaching assistants   were receiving CPD through observation    
•   other colleagues were having   opportunities to observe, so impacting on practice beyond early
years    
•   they   were linking literacy planning to phases of phonics.
What has been the impact on school organisation and leadership?
•  The project has increased awareness of Early Reading amongst the school   leadership teams and
colleagues in Key Stage 2. 
•   Some schools have plans to develop   models of parental involvement.
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Evidence of impact on school organisation and leadership
From discussions, members of school leadership are more involved in and have more knowledge of early reading
teaching and learning in Foundation Stage/Key Stage 1.
Summary
What is the crucial thing that made the difference?
The crucial aspect of this project was the model of collaborative working. Teachers and consultants were taking
risks together to implement the programme in the most effective way possible. Expertise was shared, but time
was provided to build on this and develop practice.
What CPD session and resources were particularly useful?
•  timetabled support from literacy consultants
•  timetabled opportunities to   work collaboratively with consultants and across classes
•  training on   Letters and Sounds for staff, with subject knowledge input where necessary
•  use of resources prepared by schools which had taken part in the pilot study   of Letters and Sounds.
What further developments are you planning to do (or would you like to see others do)?
We plan to: 
Supplementary Materials
This report is accompanied in the library by the following supplementary material:
•  Example of project action plan completed for the first three weeks
•  Example of Phase 3 planning sheet
•  Comparison of CLL data from project schools 2007 and 2008
•  Example of project action plan completed for first three weeks
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About Camtree
Camtree: the Cambridge Teacher Research Exchange is a global platform for close-to-practice research in
education. Based at Hughes Hall, University of Cambridge, Camtree draws on high-quality research from around
the world to support educators to reflect on their practice and carry out inquiries to improve learning in their own
classrooms and organisations. You can find out more about Camtree and its digital library at www.camtree.org.
About 'What Works Well'
This case study was originally published as part of the 'What Works Well' section of the National Strategies for
Education in England. The National Strategies were professional programmes aiming for improvements in the
quality of learning and teaching in schools in England. 'What Works Well' involved teaching practitioners from all
phases and areas of education sharing accounts of real developments which had improved learning and teaching,
and made a difference to pupil progress. 'What Works Well' case studies were designed to support practice
transfer and include sufficient detail and resources to enable others to implement the effective practice
described. They were reviewed by experts prior to publication as 'User Generated Content' (UGC) under a licence
which encouraged reuse and derivative works, but which precluded commercial use.
Licence
This edited version of this case study is published by Camtree as a derivative work of the original under a
Creative Commons Attribution Non-Commercial Licence (CC-BY-NC 4.0). The structured abstract that
accompanies it was generated by Camtree in 2023 using the OpenAI GPT-3.5-Turbo Large Language Model.
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