Setting milestones, measuring impact
Reflecting on the feedback they had received from the Strategic Board, Education Performance and Achievement sub-group members challenged themselves to find a consistent way to monitor and evaluate their work, ensuring that it remained strategic and had measurable impact, with identifiable milestones. This would be the focus of their meeting in the second half of the summer term, members agreed when they met on 15th March 2021.
In addition to finalising work on the Cross-Phase Language Toolkit, to be launched in May, members set out their pathways for other areas of their work, including how to strengthen language development at year 6 to year 7 transition and ways to support moderation in early years settings.
A transition task and finish group, consisting of representatives from 10 schools, has met twice and has identified that secondary schools have an incomplete understanding of the language knowledge and skills children are expected to have acquired by the end of year 6. There was also agreement that reading for pleasure drops back in KS3 compared to KS2 and that parental engagement also reduces. Nest steps will be to devise ways to support in this area.
The early years work will be a longer term project.
