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Beyond Booked Up Beyond Booked Up Final Report April 2014 Cathy Burnett, Claire Wolstenholme, Bernadette Stiell and Anna Stevens. Contents Contents ............................................................................................................................... 1 Acknowledgements ............................................................................................................... 1 Executive Summary .............................................................................................................. 2 Introduction ..................................................................................................................... 2 Methods ........................................................................................................................... 2 Key Findings ................................................................................................................... 3 Recommendations .......................................................................................................... 5 1. Introduction ....................................................................................................................... 7 2. Expert review of Beyond Booked Up Resources ............................................................... 9 2.1 Introduction ................................................................................................................. 9 2.2. Findings ................................................................................................................... 15 3. Beyond Booked Up survey .............................................................................................. 22 3.1 Survey Methodology .................................................................................................. 22 3.2 Survey Findings ........................................................................................................ 22 4. Beyond Booked Up: Best Practice Case Studies ............................................................ 37 4.1 Methodology .............................................................................................................. 37 4.2 Case Study 1: Cockburn School ................................................................................ 39 4.3 Case Study 2: Turves Green Girls' School and Technology College. ........................ 46 4.4 Case Study 3: Our Lady Queen of Peace Catholic Engineering College ................... 54 4.5 Case Study 4: Forest Academy ................................................................................. 60 4.6 Telephone interview summary ................................................................................... 67 4.7 Case study and telephone interview conclusions ...................................................... 68 5. Conclusions and Recommendations ............................................................................... 69 6. References ..................................................................................................................... 72 Appendix 1: Criteria for expert review of resources ............................................................. 77 Appendix 2: Scores ............................................................................................................. 81 Appendix 3: Collated scores ................................................................................................ 86 Appendix 4: Staff interview questions .................................................................................. 87 Appendix 5: Student interview questions ............................................................................. 91 Appendix 6 Additional Survey Analysis ............................................................................... 94 Acknowledgements This project was funded by Booktrust. The authors would like to thank the following: Catherine Harris, research coordinator, Laura Venning, research manager and Caroline Wright, the secondary schools project manager at Booktrust; The members of the expert review panel: Guy Merchant, Sarah Butler, Paul Dickinson and Gayle Knowles; All the staff and students in the schools who participated in the case studies and survey; Denise and John McBride for their work with schools in recruitment to case studies and survey completion. For more information please contact: Ian Chesters Centre for Education and Inclusion Research Sheffield Hallam University Unit 7 Science Park Howard Street Sheffield S1 1WB Tel: 0114 225 6060 Fax: 0114 225 6068 e-mail: [email protected] www.shu.ac.uk/ceir 1 Executive Summary Introduction Launched in 2011, Beyond Booked Up is a targeted programme which provides materials for secondary schools to use with students in Years 7 and 8. It is available free to schools identified by the Department for Education as having more than 20% free school meals and where the attainment gap between those eligible for free school meals and those not eligible is at least 20%. In 2013/14, approximately 370 schools were registered for the programme. The programme is designed as a series of sets of resources, one per term, to be used during Years 7 and 8. In October 2013, Sheffield Hallam University's Centre for Education and Inclusion Research (CEIR) was commissioned to undertake an evaluation of Beyond Booked Up on behalf of Booktrust. The evaluation sought to investigate the following questions: RQ1 To what extent, and in what ways, is Beyond Booked Up aligned with existing policy and prior research related to the teaching of English/literacy at Key Stage 3, with a particular focus on igniting pupils' interest in books and reading? RQ2 How is Beyond Booked Up being implemented in schools? RQ3 What are the views of teachers on the programme’s pedagogical value and operation? RQ4 What are the characteristics of effective practice in using Beyond Booked Up? Methods Research Question 1 was explored through an expert review of the resources. A panel of experts with complementary areas of research and practice-related expertise was assembled. The panel drew on research evidence and recent policy documentation to construct a review framework to evaluate the Beyond Booked Up materials. First the panel identified a series of aims linked to the new National Curriculum, effective practice and Booktrust’s intended outcomes. They then identified a set of criteria, mapped to these aims, and used these to score and judge the materials. Research Questions 2 and 3 were addressed through a survey of teachers. An initial hard copy survey was posted to all 224 Beyond Booked Up schools who had been involved in the programme for over a year at the beginning of January 2014. This was followed up by an email at the end of January. In total, 134 (35 hard copy and 99 online) responses were received, giving a response rate of 60%. Lastly, case studies and interviews with participating Beyond Booked Up schools were carried out to explore Research Question 4. Case studies were conducted in 4 secondary schools. Half day visits to the school involved either focus groups or interviews with staff involved in the Beyond Booked Up programme, as well as focus groups or interviews with students who had utilised the resources. Students were from Years 7-9. These were supplemented with telephone interviews with the lead Beyond Booked Up contact in an additional 2 schools. These case studies and interviews focussed on best practice use of the resources including any innovative or creative uses. 2 Key Findings Expert review of resources These results provide an impression of how experts in the field view the resources in the Beyond Booked Up programme. They are useful in identifying the relative strengths of the programme and in identifying areas that may merit review and/or revision. The panel concluded that: Beyond Booked Up is well-structured to fit with the new National Curriculum, with a particular focus on inspiring a love of reading and engaging students with a range of genres and text-types. The materials are aligned with many relevant principles of effective practice established through prior research. Beyond Booked Up’s focus on building a literacy programme around authentic texts is a real strength. The programme includes a wide range of texts, topics and genres by new and established authors. In particular, resources focused on graphic novels, flash fiction and performance poetry were judged likely to be engaging to teenage readers and to open up new avenues for reading. The use of Bookbuzz, in autumn, Year 7, plays an important role by emphasising book choice and reading for independence and pleasure at the beginning of Key Stage 3. The range of texts across the programme might be improved further by including: texts representing a greater diversity of experiences and perspectives, complete graphic novels and/or sophisticated picture books, and digital formats. Three of the termly resources relied on extracts rather than complete texts. The panel recognised that there may be pragmatic, logistical or copyright reasons why this was the case. Where extracts were used, opportunities to contextualise these were important. Beyond Booked Up provides a bank of activities and lesson plans that are likely to make a valuable contribution to schools' work in promoting interest in reading. There is an emphasis on encouraging students to share responses to texts, to engage in dialogue, to communicate responses in a variety of ways, and to connect talk, reading and writing. There
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