Accelerated Reader

Accelerated reader promotes an intensive focus on ensuring students of all abilities are actively reading for meaning. Tracking systems are put in place to evaluate impact on a weekly basis, with priority reader focus on lessons for the reluctant and less confident readers. This is embedded across year 7 and 8 at Thorp Academy with all students in year 7 and 8 having 4 sessions of AR each week. Students eligible for the catch up premium get an additional session of accelerated reader in a small group with support to develop reading skills.

Students work independently to develop critical reading and language skills through individualised, motivating learning paths. All students, regardless of their skill level, can each work at their own pace and the teacher is notified (on web-based reports and via email) only when they require support.

Year 7 students who are less secure in English and Maths will receive on a weekly basis a literacy and numeracy session either during tutor time or after school. Students will work in a small group to develop their personal reading, spelling and numeracy skills. Students will be assessed to demonstrate the impact this support has had on their individual skills.

Literacy sessions include Accelerated reader, reading with members of staff, Lexia and literacy support teaching.

Numeracy sessions build on the KS2 QLA alongside areas identified by their class teacher.

A variety of resources will be used within the intervention sessions to engage the learners. Further resources are required for those students who the Academy wish to maintain progress and offer support such as homework and competition incentives.

• A launch event for parents of students involved in the literacy catch up sessions (Lexia)
• Purchase of more Non-Fiction low‐level Accelerated Reading Books
• Target the use of TAs to support ‘catch‐up’ students in lessons
• Questioning – all teachers to be aware of those students in their lessons who have a scaled score of below 100.
• Homework – booklets to encourage development of literacy and numeracy skills in the home (Hegarty Maths).
• Breakfast Club on a morning
• CPD on planning for literacy
• Primary links – to gather detailed information on attainment and pastoral provision (joint book Scrutinies)
• Focus of Primary transition teaching and learning is literacy (Examples of work provided by primary schools to set expectations)
• All trainees and NQTs receive specific literacy training
• Reading age data is shared with all staff to inform and improve planning
• Pupils secondary ready
• Improved reading ages across all year groups
• Literacy embedded throughout the school (checked by QA process and tracking on reading/comprehension testing)
• Teachers planning incorporates and explicitly refers to literacy
• Departmental marking and SPAG policies
• Improved KS4 outcomes and milestones
• Accuracy of reading ages (helps inform planning)

(and whether you will continue with this approach)

Small group intervention delivered by a qualified teacher. Key skills are delivered to ensure that students and progress and succeed in their regular Mathematic lessons. Skills taught include problem solving, number sequences, reading time and arithmetic. Students are assessed using ‘numeracy ninjas’ and formative assessments.

Small group intervention delivered by a Higher Level Teaching Assistant which covers key reading and writing skills which include phonics development, handwriting and reading skills. Students are assessed using a number of formative and summative assessment types.