Improving pupils’ reading at Key Stage 1 and Key Stage 2
About this project
The six teaching school alliances (TSA) in Leicestershire have worked together, with MAT partners and the LA via SSIF funding to support a group of target schools in Leicestershire and Leicester City help create evidence informed improvement activity in reading.
The project focuses on improving reading outcomes of all pupils but particularly those receiving pupil premium or from traditionally working-class communities where levels of aspiration are low. Reading at KS1 and KS2 is identified as a priority both by the SRIB and through data by the Teaching Schools and Local Authority.
The data shows that Leicestershire schools are behind the national figures for reading. There is also a significant gap between those receiving pupil premium and the rest of the cohort. This is shown by the LA wide data below:
The county wide KS2 reading progress figure in 2017 was 0.5 (compared to a nation figure of 0) and the LA wide figure for KS1 reading is 75% ARE, compared to 75.8% ARE nationally and compares poorly for an authority with relatively low levels of pupil premium.
The project focuses on the teaching of synthetic phonics, comprehension skills, and oral language skills at KS1 in line with recommendation 14 of the EEF guidance for improving literacy in KS1. At KS2 the focus is on developing language capability to support reading, teaching reading comprehension including reciprocal reading, and supporting pupils to develop fluent reading capabilities. The KS2 activity directly followed the EEF recommendations for KS2 literacy 13 with an additional focus on volume of reading.
The project has both short- and long-term outcomes. In the short-term schools will be engaged across their entire teaching staff, implementing evidence-based practice and approaches. Pupils’ confidence and ability in reading will improve, encouraging them to read more and start a virtuous circle of improvement. Teachers will become reflective practitioners by engaging with other schools in their cluster.
In the longer term an improvement in pupil outcomes is an expected result of the activity. Although an LA wide impact may not be apparent, from focused work with the target schools, a significant impact is expected on the reading outcomes i with a narrowing of the gap between LA wide and national figures.
About these resources
The resources have been developed by the 41 schools that participated in the project who were divided into 8 geographical clusters led by a Specialist Leader of Education (SLE) to lead activity. Each cluster met 5 times in the year and schools worked together in their local clusters to support improvements in their approaches to the teaching of Reading as well as engaging in peer coaching sessions. The SLE also visited the cluster school twice during the project to support ongoing development of work and to capture key information, case studies and relevant resources. Each cluster was also provided with an ‘innovation fund’ to enable them to request some local training, resource purchase or improvement initiative to support their work. The resources developed are organised into six key themes. Each tab/theme includes a short introduction and a series of links to practical resources by Key Stage. It is worth noting at all the resources are true, accurate and relevant at the date of publishing although over time this may change. Staff involved in the project often referred to key individuals or organisations they followed or engaged with on social media. A list of these is given, as well as a short description, in the document titled ‘Who to follow on Twitter’.Who to follow on Twitter
- Language Comprehension
- Parental Engagement
- Reading and Quality Text
- Reading Moderation & Assessment
- Reading Research
Reading and Quality Text
Reading Moderation & Assessment
AcknowledgementsLead Teaching School - Affinity Teaching School Alliance
Project Managers - Denise Shipstone and James Brown
- Alex Whitehouse – Ibstock Junior School (North Leicestershire)
- Hannah Drury – Brocks Hill Primary School (Central South)
- Estelle Ewing – Mowmacre Hill Primary School (Central)
- Sian Ellis – Meadowdale Primary School (South)
- Julia Hancock – Asfordby Captains Close Primary School (South West)
- Kellie Roche – Sherrier C.E Primary School (West)
- Phil Page – Sileby Redlands Community Primary School (Central North)
- Simone Fellows – Woodstone Community Primary School (North East)
Project Administrator - Amy Richards
SLE’s leading clusters