Of the students who are in receipt of additional funding, all have made steady progress towards meeting Expected Standard in Reading and Writing. In terms of progress within their Pathways:
- 20% of funded students finished the year being judged as “Exceptional” within their Pathway;
- 50% of funded students finished the year being judged as “Strong” within their Pathway;
- 20% of funded students finished the year being judged as “Expected” within their Pathway;
- Students were timetabled for an hour every fortnight in the Library, where they used the Accelerated Reader programme to support the development of their reading skills. They were encouraged to read for pleasure, with staff modelling this, as well as actively reading and discussing stories with the children. Students were given individual time with the school librarian to discuss their interests, which enabled her to support them in selecting the texts that would be most likely to engage them.
- Students with extremely low reading ages/dyslexia accessed the Toe-by-Toe programme during tutor time. The Inclusion Centre supported learners by working through Kumon-style resources with students who were using the Centre regularly.
- Strategic staffing: the weakest students in Year 7 were taught by our most experienced staff, including our English Lead Practitioner.
- Work with an external consultant, Julie Price-Grimshaw, secured our decision to embed core Assessment Objectives throughout the 5 years and promote the mastery of vital Reading and Writing skills. Creating the new Programmes of Study has been a heavy time investment for English staff, but the high quality analysis and extended writing in the work of all students, including those working towards Expected Standard in Year 7, was commented on as being a significant strength of the faculty.
- Year 7 students who are working towards Expected Standard have access to Lexia and Reading Plus. The data generated by these software packages is shared and discussed with parents and teachers across all subjects as and when appropriate.
- A training session on supporting students with low reading ages was provided before the start of the school year, including bespoke resources to support students who are working towards Expected Standard.