Gullane Primary School recently used the Flutterby Butterfly critical skills tool to review reading practices in the school. They very kindly used our new CfE in East Lothian Case Study Proforma to share this on the blog.
Description of practice – What have you been doing?
Staff in service to review reading practices in the school in order to create a new reading policy in line with new outcomes.
The audit was carried out through a Critical Skills tool called “Flutterby Butterfly”. This process involved teachers using specifically chosen different coloured card and cutting out a butterfly shape.
They were then given 4 reflective questions:
1. What activities regularly form the reading experiences in your class?
2. How do you make sure there is progression in an individual’s reading? How do you track this and how do you plan for the next lesson?
3. What actions do you take when reading does not progress as expected?
4. How do you ensure “personalisation and choice” and the “challenge and enjoyment” aspects of the reading experience you provide?
The teachers had individual thinking time to reflect on these questions and answer them in note form on the butterfly wings. After a 15 minute period of thinking and writing the teachers were asked to form groups with other teachers with the same colour of butterfly. I had manipulated this so they were in early, first and second stage groups.
The teachers were now asked to use their notes to talk to their group about their reading practice. Each teacher got approximately 3 minutes each.
When this discussion had finished each group was invited to create a large flower where together they would distil their ideas and thoughts down to the most important points in the middle of the flower. The butterflies would be stuck to their group flower as a record of their thoughts. Time was allocated for this task. The session was finished up with each group sharing their findings with the large group.
The flowers and butterflies were taken away and used by Head Teacher and Depute to construct a new reading policy using the new outcomes as guidance.
Management completed slightly different questions to do with tracking in school and supporting in class.
In what ways does this practice relate to Curriculum for Excellence?
An audit on recent reading practice in school and how well it sits with the new outcome, for example, it was realised that some areas pertaining to “other texts” was not raised as an activity. The process that we went through using the Critical Skills tool was transferable to the classroom. A new reading policy that all staff had had input into.
Background of practice – what were the reasons for doing this?
- An audit of reading practice
- Further focus on the new outcomes
- New ways to assess and track
- Agreed processes when children don’t make appropriate progress
- A new and relevant reading policy
- To explore what we all do with reading in class
- To continue to address the language targets on our school development plan
Impact – What has happened as a result? Do you have any evidence of the impact?
- Raised reading discussions within school
- Began work on new tracking system and know where we are going next with this work
- Allowed us to share practice
- A new reading policy is written and in draft form
Evaluation – What would you do differently next time?
Be more specific in the last question about what to distil into the centre. I did not get as much detail as I wanted.
Make sure everyone had the new outcomes in front of them in easy to handle formats.