Guest blog from Reading Solutions UK According to the Education Endowment Foundation’s Improving Literacy in Key Stage 2 Guidance Report, schools should focus on: Developing strategies that improve literacy for the whole class. For pupils needing additional support, schools should accurately diagnose their capabilities and difficulties in order to match them to appropriate, evidence-informed interventions…
Supporting School Improvement – Case Study School Snapshot Location: Norfolk, NOR 479, 12.7% of the students are eligible for free school meals. Ofsted: Good (June 2024) Previous inspection: Outstanding (2018) Challenge To improve the attainment of disadvantaged students in reading Timescale Academic Year 23/24 Solution VNET worked alongside the reading leaders throughout the year to…
Implementing the EEF’s Five-a-day-approach and School Planning Guide for Primary – Part 3 of 3 In the second blog post, the EEF’s recommendations for targeted academic support were outlined. This third and final blog post will focus on the use of wider strategies. Wider strategies support pupils wider learning behaviours that enable schools to remove…
This is part 2 of the ‘Implementing the EEF’s Five-a-day-approach’ series. This blog focuses on using diagnostic assessment to identify learning gaps.
This blog will present a summary of the content and recommendations of EEF’s publication with specific reference to its implications for primary schools.
Evidence from the EEF (May 2022) shows that Covid-related disruption has caused learning loss in children.
There is some evidence that the writing outcomes for primary-aged and Year 7 children were lower than expected compared to previous year groups (Christodoulou, 2021, 2022).
One of the common issues is that reading stamina has been heavily impacted.
Through reading aloud, we remove the need for children to engage in word reading and this frees them up to concentrate on language comprehension alone.
The point of Questioning the Author is to get children to grapple with an author’s ideas and, if necessary, to challenge an author’s intended meaning in an effort to build understanding.
Take a moment to think about the children in your class or school. Which children still do not have good word recognition? Which of the barriers that I have outlined so far do you think might be holding them back?
Whilst for some children, working with a teacher 1:1 might improve reading accuracy and fluency, this isn’t always possible; therefore, often we arrange children into groups for reading practice.
