Reading is a very complex process it involves; accurate word recognition; a working knowledge of grammar/syntax and good comprehension skills. Pupils need to draw on all these areas to become effective readers.
Students who maybe struggling in certain aspects of school are usually WRAT assessed within school. The Wide Range Achievement Test (WRAT 5) is a standardised assessment which provides an accurate test of reading, spelling, and maths skills in pupils and helps to identify any possible learning difficulties. Participants are asked to carry out reading tasks involving Word Reading (letter and word decoding), Sentence Comprehension (meaning, ideas, information), Spelling (encoding of sounds into written form), and Maths Computation. The assessment scores then enable us to identify which of the following Interventions the pupils may benefit from.
Key Stage 3
This Intervention takes place in the morning from 8.30-8.50am. The Year 7 pupils are introduced to their Year 10 pupils who they will read with on a 1:1 basis. The Year 10 pupils dedicate their time to help the Year 7 pupils and undertake professional training in advance to know how to best support the pupils and encourage independence. The pupils begin the intervention with some ice breaker sessions to help them gain confidence before they start the reading sessions. The booklists are targeted at children in Key Stage 2 (aged 7-11), but include titles aimed at a wide range of reading levels to support less confident readers. Pupil progress is closely monitored and by the end of the year the students aim to have read approximately 50 books.
Recent studies have shown reading for as little as 6 minutes can reduce stress by 60%. Our pupils massively benefit from this intervention and towards the end of the year their confidence and reading scores improve drastically.
Boosting Reading@Secondary is a short term 10 week one to one programme that provides intensive support for selected pupils who are in danger of falling behind in reading.
It is for pupils who can read but not very efficiently, or without understanding and enjoyment. The main aim is to develop independent reading, comprehension skills and strategies to enable pupils to access a wider range of reading material more confidently. They work alongside a member of the Learning Support Department on a 1:1 basis. They work through different texts based upon their interests and use familiar reading each time along with newly introduced text. Success as a reader underpins learning in all areas of the school curriculum. Our aim is for pupils to come to school as successful active learners and to help overcome any confusions and difficulties that may have developed in their reading system.
Pupils offered this intervention benefit greatly from 1:1 reading with a member of the Learning Support Department. Students are provided with a range of books suited to their age and abilities. There is a huge emphasis on pronunciation, keywords, vocabulary, inference and understanding of texts.
Based upon WRAT assessment scores pupils are identified and placed within a Comprehension group. This group consists of a small number of pupils with a Learning Support assistant. The pupils complete short Comprehension tasks based upon their abilities and over time develop better literacy and comprehension skills. (e.g skimming, scanning and inference.
Pupils who struggle to maintain and develop relationships with their peers attend a 6 week communication programme one hour per week. The pupils considered tend to have SLCN (Speech, Language and Communication needs) and pupils who have been identified by staff. The programme helps pupils to identify any areas of concern and help them develop their communication, emotional and social skills through interactive group activities.
Topics covered: Building friendships, Resilience, Bullying, Emotions, Diversity, Body image, Anxiety and Anger management.
Key Stage 4
The Therapeutic Inclusion Room (Known to pupils as the Space)
Students who are struggling to access school fully for emotional reasons are referred for sessions within the space. The SPACE delivers 1:1 sessions as well as group work to groups of 8 and under, the support pathway is dependent on individual needs based on strengths and difficulties questionnaires (SDQ) as well as qualitative information from teachers and parents. This has been a successful intervention for the last 9 years.
Difficulties may include;
· Poor self awareness/self management
· Difficulty controlling emotions/anger management
· Poor attendance/time keeping
· Friendship difficulties
· Experiencing/having traumatic circumstances
Cope Level 1&2 (Certificate of Personal Effectiveness)
Cope is an extra qualification which students can obtain. It is usually taken in place of another subject which would be too invasive for particular pupils to take on board. Cope enables pupils to develop and demonstrate a range of personal, key and employability skills as well as learning a variety of real-life contexts. The certificate consists of 13 modules each covering a different topic or area of interest.
The six skills units covered are:
· Introduction to working with others
· Introduction to Improving own Learning and Performance
· Introduction to Problem Solving
· Planning and carrying out a piece of Research
· Communicating through Discussion
· Planning and giving an Oral presentation
The students produce a portfolio of evidence which is moderated externally. The main advantage of Cope is that pupils can develop a firm understanding of life skills and topics they would not normally cover within lessons. This in turn allows the pupils to be better prepared once they leave school with a more holistic approach.
Entry Level (English, Maths, Science)
An entry level qualification is usually undertaken when a pupil struggles to access the curriculum and cope with the demands of a GCSE qualification. They are known as 'certificates' or 'awards'. The course recognises basic knowledge/skills and the ability to apply learning in everyday situations. The course is less invasive for the students but broadly the same as the National Curriculum and can be taken at levels 1-3. The course is targeted at a range of learners including underachievers and pupils with learning difficulties. Entry Level qualifications are made up of a number of separately assessed units and achievements and are recognised once a unit is completed. Assessment is based upon a combination of tests, assignments and tasks which can be written, oral or practical.
Pupils produce a portfolio which shows evidence of achievements. It can contain things like witness statements which are a written or oral accounts of their performance, video, audio and photographs which are assessed by our teachers.
Different subjects vary in structure, content and the number of units. Once all units are complete pupils will attain the full certificate.