The Inclusion Showcase

Every Child A Reader: Reading Recovery

Presenters

Pauline Parr - Reading Recovery Teacher Leader, Tameside Dee Shenton - Reading Recovery Teacher, Pinfold

Why did you decide to undertake this piece of work? How had you identified the need?

Reading & writing identified as focus for school improvement.

One of the key strengths of Reading Recovery is the robust assessment and early identification of children struggling with early literacy. Reading Recovery is a well-proven, early intervention, which addresses the difficulties/confusions of the lowest attaining children in Y1/2 before the gap between them, and more able becomes too great.

What were the objectives and intended outcomes?

To raise the achievement of the lowest achieving children in Y1/2 to age expected levels, in a 12-20 week period. Reading Recovery is a 12-20 week rolling programme, when one child achieved age expected level another child is taken onto the programme.

What actions did you take over what time frame?

Reading Recovery teacher was trained. Training includes RR teacher in training teaching 4 children daily and attending in-service for half a day every 2 weeks.

Once the training year was completed the RR teacher was a very skilled literacy expert and began to:

• Provide professional development/in school support for TAs and teachers in school, which had an impact on Wave 1, wave 2 and Wave 3
• Introduce and support a range of other interventions to address the needs of children who needed Wave 2 or Wave 3. Intervention, for example Better Reading Partnership, Fisher Family Trust Wave 3, Reading Buddies etc
• School was also part of the Early Reading Development Pilot which added to the expertise and understanding of early reading and writing

What were the resource implications?

Funding to train RR teacher initially came for Neighbourhood Renewal Fund but because of the success of the intervention and the impact across the whole school the cost of the RR teacher's salary came out of the school budget after the initial training year. The school are now training a second teacher and this is being funded by the Every Child A Reader (to be explained at Inclusion Showcase).

What has been the impact? How have you measured outcomes?

Impact has been significant in many ways:

• Data submitted to RR National Network indicates that approximately 80% of children on the RR programme make age expected levels in 20 weeks or less
• Pinfold now have a range of interventions at KS1 & KS2 to address the different needs of different children
• The school has Book Banded all their books and tracks the progress of every child very robustly from Foundation

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