Teachers

1. Is underattainment/underachievement in Literacy of boys an issue in your school or your class?
   
   
2. Do you understand and put into practice the key policies within the school?
   
   
3. Are you involved in the annual review of key policies?
   
   
4. Have you used appropriate assessment information to identify the pupils who are underattaining / underachieving in Literacy? E.g.
   • baseline
   • end of Key Stage
   • NFER
   • QCA
   • teacher assessment including statement banks from any useful source (LEA, First Steps etc.)
   • pupil profiles
   • previous targets
   • information from parents
   • information from pupils
     
     
     • N.B. The progress of underattaining/underachieving pupils needs to be tracked at least once a term
       
       
5. Having identified the underattainers and underachievers do you know the reasons for their performance? Have you discussed this with colleagues? E.g.
   • previous teacher
   • SENCO
   • senior management
   • parents
   • learning support assistant
     
     
     • The following examples are some of the strategies which have been shown to make a difference:
       • Pupil conferencing and targeting
       • Circle time – the opportunity to talk in a supportive environment about feelings, experiences and in a reflective way encourages boys to be reflective. There is considerable evidence that reflective thinking is not a strength of boys in general and this can affect their writing and reading performance.
       • Alterations to classroom environment - types of role play area which encourage boys’ interests etc
       • Use Seating policy and arrangements to meet specific lesson objectives
       • Consider resources available e.g. newspapers, magazines, information books, quizzes, collections, comics
       • Make all pupils but particularly the vulnerable (low achieving boys) feel valued and successful
       • Nominate key pupils for particular attention from senior staff/all staff
       • Ensure a good balance of active/passive learning
       • Use practical investigation and role play
       • Vary groups - pairs, fours, mixed sex grouping etc
       • Offer challenges
       • Offer competitions (and maybe rewards)
       • Be specific 'in questioning e.g. give three reasons, give five examples etc
       • Ensure tasks suit both genders
       • Be aware that teaching and learning styles are increasingly "girl oriented"
       • Be aware that the curriculum is increasingly "girl oriented"
       • Involve male role models from the community
       • Develop curriculum and appropriate policies to help
       • Catch up processes
       • Embed good practice and avoid need for future catch up
       • Allow more time for talking through ideas before writing down
       • Offer structure in written tasks e.g. writing frames
       • Make as much use as possible of ICT including tape recorders, computers, listening centers etc.
       • Use peer tutoring
       • Encourage discussion, challenge and risk taking
       • Use paired reading
       • Find out what your boys enjoy reading and writing about and use this information in your planning
       • Use the approaches recommended in the National Literacy Strategy
         
         
6. Do you know where to go for support in addressing underachievement in literacy?
   • SENCO
   • Colleagues
   • BASS / advisory team
   • Literacy team
   • Family literacy team
     
     
7. Have you assessed the areas of specific weakness in boys’ literacy, which need to be addressed through your teaching? Do you plan your lessons with these areas in mind?
   
   
8. How does your teaching take account of children’s differing learning styles?
   
   
9. Do your resources support the development of the necessary skills? e.g.
   • Writing frames
   • Specific tasks
   • Information in Display/Interactive Display
   • Reading materials including non-books
   • Games
     
     
10. Do you know what is expected of children if they are to achieve the NC levels appropriate for your class?
    
    
    • Helpful guidance around national curriculum levels includes:
      • Literacy strategy handbook
      • LEA Statements Banks
      • First steps materials
      • QCA exemplar material
        
        
11. Are you involved in levelling and moderation activities in school?
    
    
12. Have you developed a shared language about marking with colleagues and pupils? Have you explored the opportunities for involving children in marking their work?
    
    
13. Do you set clear measurable, attainable, differentiated, targets for learning, for the children and do you share these with the children?
    
    
    • N.B. for some children these must be small, specific steps set in short time frames
    • Some schools have noted positive improvements in learning and achievement where they have improved their marking of children’s work.
    • Ensuring that children know what they have achieved and what specifically they have to work on next raises self esteem and makes learning more focused and effective.
      
      
14. Do you review these targets regularly with the children?
    
    
15. How do you record pupils’ progress against the targets?
    
    
16. Are the targets and review results shared with parents?
    
    
    • N.B. The ‘Pupils’ section of this document will help inform your improvement strategies?
      
      
17. How do you ensure that your boys are exposed to positive role models? e.g. through
    • Business Partnerships
    • Mentors
    • Buddies from secondary schools
    • Volunteers/ visitors to school
    • Governors
    • Parents
      
      
18. How do you communicate your high expectations, to the pupils?
    
    
19. Are learning support assistants who work with you involved in the assessment, planning and marking processes?
    
    
20. Do you feedback regularly and share information with learning support assistants about what you are both doing?
    
    
21. Do you ensure that SMT are aware of your training needs in relation to raising boys’ achievement in literacy?