Completed a comprehensive training programme based on EEF guidance and the 5 pillars of “Leaning Behaviour” framework. Sessions included; Metacognition, Social emotional learning, improving behaviour in schools, SEND mainstream schools, Parent engagement, putting evidence to work, process evaluation and impact evaluation.
We identified the problem which in our school was low reading ages. I worked closely alongside English dept in which students we should work with. We tested students on LOA to find a baseline point and year 7 with RA of 7 or below were picked, as well as any student across year groups with a reading of age of 4yrs or more. I also looked at each student’s SEND needs were for example if a student needed an overlay the had the appropriate colour. If a student had ADHD, I provided them with a fiddle toy when reading.
After looking at the 5 pillars of learning. We selected the Catch-up Literacy Intervention each student has an initial diagnostic assessment to work out their catch-up reading level. Reading books were chosen accordingly to their level. Catch up Literacy programme looks at spelling understanding text and recalling information in the text read. Resources downloaded from Catch up Literacy site and guidance is always available from the website. The programme runs 15 mins, twice a week to be most effective. This is broken down as follows:
- 3 mins pre-read to aid fluency
- 6 minutes solo reading
- 3 minutes writing section
- Understanding inference verbal questioning where the students were able to articulate their ideas verbally, in writing and learning spelling strategies for miscued words.
Students are asked questions about their prior knowledge tapping into Metacognition.
We decided to run it for 20 mins to talk about their week and model behaviour for learning and this would build their self-esteem, self-resilience, understanding of self-regulation and social awareness modelling positive self-talk to help deal with intense emotions.
Teaching them to have good listening skills came under EFF’s improving social and emotional learning. During this time, we built positive relationships with the students incorporated in each session. The sessions ran for period of 6-12 weeks before testing for progress on the Literacy Online Assessment. The tests look at spelling and Reading and Comprehension.
Keeping staff informed of progress during the intervention is key and logged on Edu key after each session to track progress. This would also identify where students had been absent for their reading sessions and how the sessions impacted on the students. The meetings can also be used in parents’ meetings to show positive and negative during the reading sessions.
Catch up can only be delivered by staff that have been trained, I myself administered the sessions as I am fully trained in Catch up Literacy and achieved an accreditation Level 1 and Level 2.
In my action plan, I identified short, medium and long-term outcomes:
- Short term – I expect students to engage and have the willingness to engage in reading by establishing regular reading routines. Improved confidence in trying different text and genre. Building trusted relationships with adults and building self esteem and self confidence and positive engagement with reading.
- Medium term – I expect students will gain or have gained reading fluency and this will be evidenced through students’ perceptions of improved comprehension skills and their ability to talk about texts. Students will be able to decode with greater accuracy and their reading ages improved after 3 to 6 months. Showing intervals of improved reading ages and comprehension. Students can now show greater engagement in lessons.
- Long term – I expect a reduction in the gap between chronological age and reading age. They may start to read for pleasure, be able to read for future employment. Be able to read applications for jobs and owning a house, banking forms. Accessing lessons for exam content understanding the text across the curriculum and reaching employment, University in the future.
