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Reading Recovery

Reading Recovery.

 

Reading Recovery™ is a short-term intervention for children who have the lowest achievement in literacy learning in their first years at school. Children are taught individually by a specially trained teacher for 30 minutes each day for an average of 12-20 weeks. The goal is for children to become effective readers and writers able to work within an average range of classroom performance.

 

Reading Recovery has a strong track record of preventing literacy failure for many children through early intervention. It is an important strand in our school’s strategy for ensuring that all children learn to read and write as early as is possible.

 

Reading Recovery is the core programme for the Every Child a Reader (ECaR) strategy for schools in England. ECaR is a school-based approach which aims to ensure every child achieves success in literacy through a layered approach to intervention. Our schools trained Reading Recovery teacher (Rachel Newman) is involved in reading across the school along with overseeing BRP, PM Benchmarking and continued professional development of staff.

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Impact report for Reading Recovery 2016-17 Minster CEP school.   

 

Reading Recover is a short-term intervention for children who have the lowest achievement in literacy learning in their first years at school. Children are taught individually by a specially trained teacher for 30 minutes each day for an average of 12-20 weeks. The goal is for children to develop effective reading and writing strategies in order to work within an average range of classroom performance.

Reading Recovery has a strong track record of preventing literacy failure for many children through early intervention. It is an important strand in the school’s strategy for ensuring that all children learn to read and write early and to the best of their ability. The success of any intervention such as Reading Recovery depends upon the quality of the decisions made about implementation. This report includes all children served by Reading Recovery within the school during the 2016-17 school year. The information was collected as a part of the European Centre for Reading Recovery annual monitoring procedure.

 

Overview of impact data for Minster CEP.

During the academic year 2016-17, 8 children took part in the ‘Reading Recovery’ programme. A further 18 children completed ‘Better Reading Partnerships’ (BRP). 45% of children completing BRP achieved 5 or more ‘RR’ book levels progress. 12 children also completed our own SEN version of BRP. We also had a member of staff complete the ‘Grow’ training which tackles reading and writing for some of our lowest achieving children in year 4.

  1. There are five possible outcomes for children Accelerated Progress (Discontinued): These children have made sufficient progress in literacy learning, within the time available, to catch up with the average band for their class, and have been judged to be likely to continue learning at the same rate as their peers, without the need for further special support.

  2. Progress (Referred): The children have made progress, but have not reached the average band in literacy and will continue to need additional support.

  3. Ongoing: These children started the intervention late in the school year, and have not yet completed it, but will do so in the new school year.

  4. Left: These children left the school part way through their series of lessons.

  5. Incomplete: These children were part way through their series of lessons when the intervention had to be suspended, e.g., because of withdrawal of funding.

 

Characteristics of children participating in Reading Recovery at entry to the programme: By programme completion, Minster Church of England Primary School, 2016-17.

 

All Programmes

Completed Programmes

Description

number

number

 

 

 

All Children

8

8

 

 

 

Year Group

 

 

Y1

8

8

 

 

 

Programme Started

 

 

This year

8

8

 

 

 

Gender

 

 

Boys

8

8

 

 

 

Poverty - pupil premium/other indicator

 

 

Yes

3

3

No

5

5

 

 

 

First Language

 

 

English

8

8

 

 

 

Special Cohort Group

 

 

No

7

7

Other special group

1

1

 

 

 

Ethnicity

 

 

White

8

8

White British

8

8

 

 

 

Season of Birth

 

 

Autumn

5

5

Spring

2

2

Summer

1

1

NOTE: “All Programmes” includes every child served by Reading Recovery in 2016-17. “Completed Programmes” are only those children whose programmes were actually completed during 2016-17.

SOURCE: International Literacy Centre: Annual Data Collection, 2016-17

 

 

Programme outcomes for children receiving Reading Recovery at Minster CEP School 2016-17.

 

Outcome

Number of children

 

 

Accelerated progress (discontinued)

6

Progress (referred)

2

SOURCE: International Literacy Centre: Annual Data Collection, 2016-17

 

 

75% of children completing ‘Reading Recovery’ at Minster school were discontinued with accelerated progress. This year 81% of children in Kent achieved accelerated progress. This is the first year in 9 years that we have not achieved higher than Kent. I strongly believe this is due to the 2016-17 cohort as we stuck to the Reading Recovery principle of taking the lowest achieving children with most need. In this case both children who did not discontinue with accelerated progress are on the schools SEN register. One of the children who achieved progress (referred) came off the programme at level 13 (mid green) having come onto the programme at level 0 (pre pink) which means they had still made 3 times expected progress. The other child who achieved progress (referred) came off the programme at level 3 (red 1) having come onto the programme at level 0 (pre pink). This child completed a very specialised version of the Reading Recovery programme which was supported by Christine Cork Reading Recovery leader for East Kent.

(National data was not yet compiled therefore available at the point where this documents was written)

 

Average entry book level for discontinued children was 0.5 (pre pink 1) and on exit had risen to 15.8 (orange 2) in line with age expectations for reading.

Table 3.1 - Scores on Observation Survey tasks of children with completed Reading Recovery programmes: At entry to and exit from the programme, Minster Church of England Primary School, 2016-17.


Assessment


Total

Book
Level

Letter Identification

Concepts about Print

Word
Test

Writing Vocabulary


HRSIW

BAS
Reading Age

PhAb
Standard Score

Point

Pupils

Average

Average

Average

Average

Average

Average

Average

Average

 

 

 

 

 

 

 

 

 

 

Entry

8

0.5

46.3

10.8

8.5

8.4

14.8

5:4

 

At discontinuing (accelerated progress)

6

15.8

53.8

19.8

21.5

43.8

35.3

6:4

 

At referral (progress)

2

8.5

48

17

12

25.5

28

5:7

 

All completed programmes

8

14

52.4

19.1

19.1

39.3

33.5

6:1

 

NOTE: “HRSIW” is the Hearing and Recording Sounds in Words task.

SOURCE: International Literacy Centre: Annual Data Collection, 2016-17

 

 

Key Stage 1 National Assessments

 

Children in England undergo continuing teacher assessment reading and writing during their time in Key Stage 1. At the end of their second year of formal schooling (age 7) the assessments are collated and reported locally and nationally. Teachers follow a framework for assessment (currently an interim framework) which outlines the standards children are expected to meet by age 7. Children identified for Reading Recovery are the lowest achieving in their class, and would not be predicted to achieve the expected standard without the intervention.

 

Table 6.3 shows the impact for all children who received the programme, including those who did not achieve the goals.

 

Table 6.3 – Key Stage 1 outcomes of National Assessment for Reading Recovery children: By programme outcome, Minster Church of England Primary School, 2016-17.

Programme Outcome/

Key Stage 1 Reading

Key Stage 1 Writing

National Assessment Level

number

number

 

 

 

Accelerated progress (discontinued)

 

 

Working below expected standard

0

0

Working towards expected standard

3

2

Working at expected standard

1

3

Working at greater depth within expected standard

2

1

 

 

 

All completed programmes

 

 

Working below expected standard

0

0

Working towards expected standard

4

3

Working at expected standard

1

3

Working at greater depth within expected standard

2

1

NOTE: “All completed programmes” includes those children who made progress (referred) and made accelerated progress (discontinued).
SOURCE: International Literacy Centre: Annual Data Collection, 2016-17

Impact report for Reading Recovery 2015-16 Minster CEP school.

 

Reading Recovery is a short-term intervention for children who have the lowest achievement in literacy learning in their first years at school. Children are taught individually by a specially trained teacher for 30 minutes each day for an average of 12-20 weeks. The goal is for children to develop effective reading and writing strategies in order to work within an average range of classroom performance.

Reading Recovery has a strong track record of preventing literacy failure for many children through early intervention. It is an important strand in the school’s strategy for ensuring that all children learn to read and write early and to the best of their ability. The success of any intervention such as Reading Recovery depends upon the quality of the decisions made about implementation. This report includes all children served by Reading Recovery within the school during the 2015-16 school year. The information was collected as a part of the European Centre for Reading Recovery annual monitoring procedure.

 

Overview of impact data for Minster CEP.

During the academic year 2015-16, 8 children took part in the ‘Reading Recovery’ programme. A further 30 children completed ‘Better Reading Partnerships’ (BRP). 90% of children completing BRP achieved 5 or more ‘RR’ book levels progress. 10 children also completed our own SEN version of BRP. We also had a member of staff complete the ‘Grow’ training which tackles reading and writing for some of our lowest achieving children in year 4.

  1. There are five possible outcomes for children Accelerated Progress (Discontinued): These children have made sufficient progress in literacy learning, within the time available, to catch up with the average band for their class, and have been judged to be likely to continue learning at the same rate as their peers, without the need for further special support.

  2. Progress (Referred): The children have made progress, but have not reached the average band in literacy and will continue to need additional support.

  3. Ongoing: These children started the intervention late in the school year, and have not yet completed it, but will do so in the new school year.

  4. Left: These children left the school part way through their series of lessons.

  5. Incomplete: These children were part way through their series of lessons when the intervention had to be suspended, e.g., because of withdrawal of funding.

who received Reading Recovery.

 

Characteristics of children participating in Reading Recovery at entry to the programme: By programme completion, Minster Church of England Primary School, 2015-16.

 

 

All Programmes

Completed Programmes

Description

number

number

 

 

 

All Children

8

7

 

 

 

Year Group

 

 

Y1

7

7

Y2

1

0

 

 

 

Programme Started

 

 

This year

7

7

Last year

1

0

 

 

 

Gender

 

 

Boys

6

6

Girls

2

1

 

 

 

Poverty - pupil premium/other indicator

 

 

Yes

2

2

No

6

5

 

 

 

First Language

 

 

English

8

7

 

 

 

Special Cohort Group

 

 

No

8

7

 

 

 

Ethnicity

 

 

White

8

7

White British

8

7

 

 

 

Season of Birth

 

 

Autumn

3

3

Spring

4

4

Summer

1

0

 

 

Programme outcomes for children receiving Reading Recovery at Minster CEP School 2015-16.

 

Outcome

Number of children

 

 

Accelerated progress (discontinued)

6

Progress (referred)

1

Incomplete

1

 

87.5% of children completing ‘Reading Recovery’ at Minster school were discontinued with accelerated progress. Nationally 78.8% of children achieve this goal. 75% of children in Kent achieved accelerated progress. This shows that we are 8.7% higher than National and 12.5% higher than other Kent schools. The child who achieved progress (referred) came off the programme at level 11 (top blue) having come onto the programme at level 0 (pre pink) which means they had still made 3 times expected progress.

Average entry book level for discontinued children was 0.7 (pre pink 1) and on exit had risen to 16.8 (orange 2/turquoise 1) in line with age expectations for reading.


Assessment


Total

Book
Level

Letter Identification

Concepts about Print

Word
Test

Writing Vocabulary


HRSIW

BAS
Reading Age

PhAb
Standard Score

Point

Pupils

Average

Average

Average

Average

Average

Average

Average

Average

 

 

 

 

 

 

 

 

 

 

Entry

7

0.7

48.9

13.3

10.1

10.1

24.3

5:4

 

At discontinuing (accelerated progress)

6

16.8

53.3

20.8

22

42.2

36.7

6:7

 

At referral (progress)

1

11

49

19

17

33

33

5:7

 

All completed programmes

7

16

52.7

20.6

21.3

40.9

36.1

6:4

 

 

SAT’s impact-

 

For the fourth year we had children completing KS2 SAT’s who had completed RR in year 1. The children identified for Reading Recovery at the age of six are those who, without intervention, are most likely to attain below Level 3 at age 11. Their performance in national assessments at age 11, five or six years, after the end of their lessons, is indicative of the long lasting effect of the intervention.

 

KS2 SAT’s results for all children who completed ‘Reading Recovery’.

KS2 Reading NS

43%

KS2 Reading AS

57%

KS2 Writing WTS

28.5%

KS2 Writing EXS

57.5%

KS2 Writing GDS

14%

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