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Background
Begbrook Primary Academy is in the Frome Vale ward, on the edge of Bristol. It is a multi-cultural school, with around 450 pupils in its primary section and over 50 pupils in nursery. In 2009 the school's progress data were the lowest in Bristol and on the 99th percentile nationally. The RAISE Online (Reporting and Analysis for Improvement through school Self-Evaluation) report for reading and writing was almost entirely blue, indicating results lower than the national average. There were gaps in provision everywhere. The school started implementing Reading Recovery in 2011.
What we did
The Senior Leadership Team committed to transform literacy standards, developed a strong Literacy Leadership team, and appointed and trained an outstanding Reading Recovery teacher. Reading and writing were a high priority on the school improvement plan, and the school invested much time and money into staff training and resources.
We created a five-year programme to develop literacy, which included the following initiatives:
- Reading Recovery
- Better Reading Partners
- Guided Reading
- Talk for Writing
- Phonics
- Individual reading
- Power of Reading
- Layered approach to interventions
- Data and tracking
- Focus on quality classroom teaching.
We developed consistent approaches to the teaching of reading and writing across the school. The Literacy Leadership Team and the School Leadership Team monitored effectiveness and impact of initiatives throughout. Data were used effectively to select children for intervention, and all interventions were validated by entry and exit tests and tracking post-intervention. We used the layered approach to interventions, so children moved through the waves of provision.
External training included the following: the Senior Leadership Team literacy leader trained as a link tutor, the Key Stage 1 practitioner trained as a link teacher, 16 teaching assistants trained as Better Reading Partners, and four other teaching assistants trained in Reception Literacy.
Internal training included the following: staff meetings and inset days on high quality literacy teaching; all staff observed a Reading Recovery teaching session, followed by discussion; all teachers and teaching assistants visited other schools, including some secondary schools, to observe literacy teaching; training and catch up sessions for teaching assistants in guided reading, Better Reading Partners, running records, etc; the Reading Recovery teacher supported teaching assistants in the delivery of interventions, which included some coaching; teachers received training in peer coaching; parents participated in reading workshops that demonstrated approaches used within the school; parents were trained as reading buddies; and links were made with Initial Teacher Training volunteers.
Monitoring included the following: book looks, planning scrutiny, lesson observations of teaching staff and teaching assistants, moderation meetings to develop accurate assessment of reading and writing using a range of evidence, pupil progress meetings, and data analysis.
Data and impact
In 2013 we were in the top 8% of schools nationally for Key Stage 2 reading progress. Our children's attainment at Level 4+ reached 92%, and 56% reached Level 5. Impressively, 98% gained two levels of progress.
Over 80% of our children who received Reading Recovery were successfully discontinued, and made on average an increase of 21 months reading age. While our Better Reading Partner children made an average increase of six months reading age.
We had made a range of partnerships with other agencies, and between home and school. We have a community of skilled practitioners in the teaching of reading and writing.
What we have learned
A whole school approach to lifting attainment is vital. All aspects of provision need to be strong and regularly monitored and evaluated. The best way to achieve the desired results is to intervene early, and everyone needs to be 100% committed to providing the best for each child. We are proud of our achievements this far, and with the skills and attitudes that are in place we will achieve more. Developing a culture of reflection and a willingness to improve has allowed all staff and children to feel comfortable to learn together.
