Usborne Phonics Readers - 12 Book Set

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Before reformed Year 6 national assessments introduced the use of scaled scores from 2016, pupils at the end of Year 6 were expected to achieve a level 4. Level 3 was the suggested achievement for the end of Year 4. ↩

Very little research exists on how secondary schools identify struggling readers, and what they find difficult. Most of this has been outside the UK, often in the US. In the UK, some schools assess pupils’ reading in Year 7, but it is not always clear how they use these assessments to target support and evaluate the impact of that support on improving reading. The Very First Reading Set from Usborne includes shared reading for an adult and child to enjoy a fun story together. The first book, Pirate Pat, uses only 8 letters to create the sentences that your child will read. And each book adds more letters to create more words to sound out together. Schools had to make difficult decisions about when to timetable additional reading lessons. Each of the schools had considered when to give extra teaching, and whether pupils should miss lessons or not. There was no consensus about the best time in the day for additional reading lessons. This was a hard decision for leaders and one not taken lightly, as this senior leader explained:Pupils described how help with reading was improving their confidence and motivation to read. For instance, one Year 7 pupil said that a strategy to ‘break down syllables’ they were practising in reading classes helped ‘boost my confidence to speak fluently in class’. This pupil therefore wanted to read more in class. The academy benchmarks its whole Year 7 cohort in the summer term when pupils visit the school during an induction week. They do a single-word spelling test, a comprehension test and a reading rate assessment. This process identifies the lowest attaining 30% of pupils for further diagnostic testing. Those who are reading 1.5 years behind their chronological age are considered to be struggling readers who will have difficulty accessing the curriculum. You’ve got gradual change over the years, staff have actually started to really realise the fundamental importance of literacy, reading, writing, regardless of your subject. We used the NPD to identify 40 top performing secondary schools. In these schools, data showed that pupils who entered Year 7 with below expected standards in reading went on to make accelerated progress, and achieved at least a grade 4 in GCSE English language. All the schools in the NPD sample had at least 35 pupils in Year 11 who had achieved level 3 or below in the key stage 2 reading comprehension assessment in Year 6. [footnote 35] Data was extracted for Year 11 in both 2018/19 and 2017/18. We excluded pupils who speak English as an additional language, because we wanted to identify pupils who struggled with reading specifically rather than English language. Visit school selection

No one sits down with high school teachers and explains how Year 6 SATs work. For teachers that is something that is not explained. We don’t understand what the scaled score of 100 or 95 means in high school. Yes, there is definitely a gap there.Read signs and information boards as you are out and about. These often contain new vocabulary to discuss. Recipes or instructions for craft projects are also great for this and also encourage us to read with accuracy The research was approved by Ofsted’s research ethics committee and we got informed consent from everyone we spoke with, including pupils and their parents. What we learned A popular approach in Scotland, this method is associated with the teaching of reading in which the phonemes associated with particular graphemes are not pronounced in isolation. Children identify (analyse) the common phoneme in a set of words in which each word contains the phoneme under study. For example, teacher and pupils discuss how the following words are alike: pat, park, push and pen. Analogy phonics

More detailed, tailored assessments decide which of 2 reading programmes a pupil should be put on. The school uses a systematic synthetic phonics programme for pupils with a reading age of 9 and above, to decide who needs additional help and which module of the programme they start on. All pupils in the 2 lowest attaining English classes do this phonics assessment. I am constantly being approached for advice. For example, the PE [physical education] department was thinking about displays and resources in the context of reading. After training they decided to make changes to resources in regard to reading. The maths [mathematics] department were thinking about wording questions, drawing attention to keywords, getting students to read them aloud. Sharing information about struggling readers

Bob Books are an incredibly effective and affordable option for any child. They include simple illustrations, so they do not distract from the simple developmental text. Bob Books Set 1: Beginning Readers starts with simple sentences such as: secondary and primary schools HMI – to understand the current issues they find in schools and what might support inspection practice An approach to the teaching of reading in which phonics forms one part of a whole language programme. Embedded phonics differs from other methods in that the instruction is always in the context of literature rather than in separate lessons, and the skills to be taught are identified opportunistically rather than systematically.