Matching Letters And Sounds With Fsp

[Guest]

Hiya there!

I am very new to the forum discussion site but have been looking at the resources and think it's a great space for sharing. I am hoping that some of you out there can help the dilema I am in at the moment with regards to FSp scores of 6 in LSL, Reading and writing being seriously queried by year 1 colleagues and I am not too sure where the accuracy of the query support comes from. OK, here goes - a few questions:

* I have been told that 75% of the children leaving FS2/Reception should be at phase 5 letters and sounds to score FSP 6 - does anyone know where that comes from? According to the updated FSP I can only find reference to blending and segmenting and that phase 5 is placed in Year 1 according to letters and sounds.

 

*The children who left us in Reception were scoring (and have been moderated as so) scoring FSP6 but are not performing this way in Year 1. (for LSL) - any advice?

 

* The reading FSP 6 denotes chidlren who are reading yellow level text independently (book bands) and apparantly they are not doing this in year1!

 

I appreciate that Year 1 teachers have a lot of of pressure in terms of progress but we get this EVERY YEAR and quite frankly it is doing my nut in!!!! Can anyone offer some advice or let meknow how the scores are managed in thier settings please - the questionning of our practice and scores is seriously getting my team down. I am sorry about the rant but am sure I'll get quicker as I go! Thanks for your patience!

Amy

[AnonyMouse_3307]

Hi there - this is what we say to our practitioners (we are a funded CLLD LA so our work is monitored by the dcfs and the PNS.)

 

The dcsf target for our schools is 80% children should leave reception secure at phase 3, ie ready to or working within phase 4 as a transition to phase 5. Our Yr1 target is 85% children secure at phase 5 at the END of yr1. This is the expectation across all supported LAs and will be so as it rolls out across all LAs over the next year or so.

 

children working within/secure at phase 3 would broadly be reading at yellow+ book band level but this is a rule of thumb and not an absolute correlation as children may be weaker at the application of blending/segmenting into reading than they are at knowing the sounds etc to achieve the LSL FSP scale points. Reading Point 6 also indicates with encouragement whereas point 9 asks for full independence in reading fluency. Are your Yr1 teachers looking at the exemplification to see what is asked for to get the scale points or are they making up their own definitions??

 

LSL scale points relate primarily to the ability to hear/say and identify sounds in CVC words (points 4,5,6,7). Point 8 asks for attempted wider application sometimes with adult support. not reading fluency. Therefore a total score of 6 on this scale is also not necessarily going to indicate accuracy/fluency in reading.

Hope that helps,

Cx

[AnonyMouse_8466]

Hi Amy

 

I'm in pre-school and so I'm not here to offer you any advice but I just wanted to welcome you to the Forum!

 

Maz

[AnonyMouse_1195]

Welcome from me too alwright. You have come to the right place

[Guest]

Thank you for the welcome and the examples. I think that, by looking at the FSP and Letters and sounds docs again the definitions can't be directly related and, as you say, much at point 6 is with support - a key issue!! I know that their target is that 75% of children will reach age related expectations at the end of Year 1, which is 1a? I think they are concerned because the children are not using the skills that we, in reception, said that they could (with support). However, the change in year group has completely thrown many of the children. The bench marks in the school just keep changing and its too much about data GRRRRRR.

[AnonyMouse_3307]

I would counter (and I do) arguments about children in Yr1 not "doing what you say they can do" by saying that the FSP shows the child's previous best.. Obviously over the summer, with the shift into Yr1 and general adaptations they have to make some slippage takes place, this is seen in most year groups - e.g. the slippage from end of KS1 to Yr3, which is a classic!

 

The job of the Yr1 teacher is therefore to recognise that the children may have slipped back a bit and put in place strategies to accelerate their progress and then exceed it. You can also remind them that phonics is about 1 axis on the simple view of reading and fluency/comprehension is on the other!!

Cx

[Guest]

That is so helpful to know catma, ta; i think it is the lot of us fs to justify ourselves to the rest of the school yr grps ha x x x i really do learn something new every day on this forum