FLS completes the intervention provision:
Y1 - Early Literacy Support (ELS)
Y3 - Additional Literacy Support (ALS)
Y5 - Further Literacy Support (FLS)

FLS will use the same model as Early Literacy Support:

'Quality first teaching'

In Term 1 all children in Year 5 receive high quality teaching in the literacy hour. A training programme, a screening package and a trained teaching assistant supports the teaching. In the first term it is expected that 'Quality first teaching' and screening will identify and address any difficulties or gaps in learning for the majority of children.

Screening and selection

Towards the end of Term 1 the teacher and teaching assistant identify those children who need a more intensive programme of support - research indicates this may be about 20% of an average class (i.e. a group of about 6 children).

Additional literacy sesssions

In Term 2 all children continue to be supported as in Term 1, but in addition, the identified group receives a planned programme of support including sessions from the teacher and from the teaching assistant, as well as independent and homework tasks.

By Term 3 it is expected that most children will no longer need daily additional support, although some may need continuing group support whilst others may be identified as needing additional individual support.

The aim of the programme is to reduce the percentage of children needing individual support from approximately 20% of the class to no more than 5%.

Go to top

Q2: Which children is it for?

A2: FLS is designed to support children who have fallen behind at the end of Y5 Term 1, but with a term of targeted support will be able to catch-up and be on track to achieve level 4. As a rough rule of thumb this could be children who are level 2A - 3C.

Go to top

Q3: When does FLS start?

A3: FLS starts with 'Quality First Teaching' training in the Summer term, although school-based activity begins in the Autumn term.

Go to top

Q4: How will the Teaching Assistants be able to carry out this work?

A4: The teacher and the Teaching Assistant (TA) will be trained together - this was found to be very effective during Additional Literacy Support and Early Literacy Support training. The TA will work under the guidance of the teacher at all times. The programme of work, which the TA will deliver to the group, will be tightly planned and will link with work taught by the teacher in the Literacy Hour. Time for liaison between the teacher and TA is essential.

Go to top

Q5: Where and when will the FLS sessions take place?

A5: FLS sessions take place within the Literacy Hour, outside the Literacy Hour and as homework.

Within the Literacy Hour:

A guided session led by the class teacher should take place every Monday. This is essential as all other sessions build on this work. On Tuesday and Thursday the children complete an independent task within the Literacy Hour.

Outside the Literacy Hour:

The Teaching Assistant leads three 20 minute supported sessions on Tuesday, Wednesday and Friday.

Homework:

Homework activities are provided for the children on Monday, Tuesday and Wednesday.

So far, in some of the first pilot schools, teachers found that sessions outside the hour were more effective when they took place in the same dedicated space. The time for these sessions was found in a number of ways, including the beginning of the afternoon, first thing in the morning, or last thing in the afternoon. Some schools run FLS clubs before school. An important consideration is that the children are not taken from the same session every day. They must always participate in the whole of the daily mathematics lesson and the Literacy Hour.

Go to top

Q6: How many classes can be involved?

A6: It is expected that at least one teacher and one Teaching Assistant (TA) will attend the training. Additional teachers and TAs could attend the training if the school is able to release them and the LEA is in agreement.

Go to top

Q7: What about ongoing support and training?

A7: Support will continue to be provided for teaching assistants and teachers delivering FLS through regular meetings and ongoing support in school.

The FLS Pilot will be monitored and feedback to the teaching assistant and class teacher will also be provided. This will include both school-led monitoring and evaluations provided by the LEA.

Go to top

Q8: What about ongoing support and training?

A8: The National Literacy Strategy is working with five LEAs and all the pilot schools to develop and test materials designed to:

secure 'Quality first teaching' in Y5
identify Y5 pupils who are not on track
provide 12 weeks of additional literacy sessions, supported by independent work and guidance for teachers and Teaching Assistants during the Literacy Hour.

The additional literacy sessions in Y5 Term 2 are made up of three modules (2 non-fiction and 1 fiction) focusing on the development of writing. They are designed to accelerate pupils' learning back to the appropriate Framework objectives. These modules are based on the Target statements for writing and are linked to key Framework objectives.

Throughout the pilot year, pilot schools will provide feedback on the materials that have been designed so far. This will be used to write the final FLS materials.

Go to top

Q9: What are the key milestones for the FLS Pilot?

A9:

Summer and Autumn 2001: 2 training days - one for 'Quality First Teaching' and another for Screening and Selection
Autumn 2001: 'Quality First Teaching' for all Y5 pupils
December 2001: Pilot schools complete screening and select target group. Schools inform parents
Spring 2002: Additional literacy sessions given to target group by class teacher and Teaching Assistant

Go to top