Nottingham Education Partners Strategic School Improvement Project 1: Reading Whole-school Reading development Strategic School Improvement Project 1: Reading Transition Toolkit KS2 - KS3 Contents 1 Nottingham Education Partners Contents Strategic School Improvement Project 1: Reading Whole-school Reading development Prologue 3 Whole-School Strategies and Case Studies 5 The Use of the Library 11 Vocabulary Development 13 Developing Opportunities for Reading Across the Curriculum 16 Developing Transition Reading Projects with Feeder Primaries 21 Motivation for Reading 25 Maintaining Parental Engagement in Reading at KS3/4 30 Helping the Non-Specialist to get the Most from Reading Activities 32 Next Steps 33 2 Nottingham Education Prologue Partners When it was published in September 2015 Key stage 3: the wasted years? The use of the library stated that pupils’ literacy skills in Key Stage 3 is a high priority in many Many secondary schools no longer have a library and those which do often schools.1 This same level of priority is not evident for numeracy.’ The report lack trained librarians. They can either be vibrant hubs of learning and also recommended that secondary schools should ‘have a literacy (and engagement with books or drab areas with a few tatty books which numeracy) strategy that ensures that pupils build on their prior attainment students never visit. in Key Stage 2 in these crucial areas.’ Vocabulary development Despite these findings and recommendations produced by inspectors, Our Heads of English were concerned that students’ vocabulary was often when we met with a group of heads of English and Literacy Leads from extremely limited. They were particularly anxious about students with Nottingham City secondary schools, they voiced extreme concerns about English as an additional language who were often bright and extremely the development of literacy at secondary school. There was a strong feeling hard working. Yet the challenges about preparing them for KS4 and the that Secondary Schools still did not do enough to carry on the excellent challenging vocabulary needed for successful outcomes across the work carried out by the primaries in terms of the continuing teaching of curriculum was daunting. reading and the maintenance of a high profile emphasis on the continuing The other main area of concern was the use of vocabulary across the development of literacy skills right through to Key Stage 4. They felt that curriculum and how Literacy professionals could ensure that their this was having a negative impact on results at Key Stage 4, not only in colleagues in different subject areas are prepared and have the skills for English, but also across the curriculum. They felt that this had an impact for teaching aspects of literacy. many on their readiness for learning and work beyond Key Stage 4 leading to the sort of shock headlines seen in the media ‘English teenagers ‘are Developing opportunities for reading across the curriculum most illiterate in the developed world’, report reveals’ published in The “As a secondary English teacher I now observe many lessons across all Independent after OECD report of January 2016 which found that out of 23 subject areas and phases. I have lost count of the number of times that developed nations English teens had the lowest literacy rates and the teachers do not capitalise on the joy that students get from reading aloud second lowest numeracy rates.2 in lessons – even if it is only for a short time. The teachers I have observed so often read for students.” The Heads of English with whom we met expressed the following concerns: There are some excellent examples of teachers who put literature at the 1. Key Stage 3: the wasted years?, Ofsted, 2015 3 Menu 2. BUILDING SKILLS FOR ALL: A REVIEW OF ENGLAND, OECD, 2016 Nottingham Education Prologue Partners centre of their teaching for example in Science and the Humanities. evidence and testimonies from students. Maintaining parental engagement in reading at KS3/4 Developing transition reading projects with feeder primaries This was a real area of concern. It was felt that at primary school parents are Heads of English felt that there had been much work done on this over the actively involved with their child’s reading with many primaries teaching years some having had more success than others. Where they work well parents how to get the most from reading with their children. At secondary and are seen as a start to a literacy journey through secondary education school this seems to drop off immediately as though it is no longer they have a great impact. Far too often they are a short term project that considered to be important or necessary once a child reaches 11. It was a lasts over the weeks leading up to the end of Year 6 and then, sadly, never frustration for all the teachers with whom we met and all were keen to find get picked up in the secondary school or if they are they rarely have a ways of continuing this practice in the secondary school. significant impact. Helping the non-specialist to get the most from reading activities These were the highlighted areas of concern for the Heads of English with Again this was an area of real concern although most acknowledged that whom we met. We have worked with a range of partners in particular: The there were departments in all schools that had really developed in this area. National Literacy Trust, The Fernwood School, Bluecoat Beechdale However, there were still grave concerns about the impact that lack of Academy, The Ellis Guilford School, Djanogly City Academy, NUAST, NUSA, expertise and particularly, lack of understanding of the importance of The Nottingham Emmanuel School, Nottingham Girls Academy, literacy, was having at the end of Key Stage 4. It was acknowledged that Nottinghamshire County Council. subject areas had tremendous pressures on time and that time given to INSET was precious. As one of our case studies notes, however, the impact The toolkit hopes to address some of these areas of concern and draw the that spending time on literacy across the curriculum can have on outcomes reader to examples of good practice, case studies, articles and observations for students is substantial. from those who have taken on the challenge of developing reading in secondary education. We take each topic and include some interesting and Developing resilience in reading relevant examples of successes and arising questions. The word literacy has This was seen as a big problem particularly with boys. Finding engaging been used as an overarching term and the majority of articles include texts at Secondary level was seen to be a constant challenge. The case references to reading, writing, spelling, punctuation and grammar which study from Fernwood School addresses this well with some strong video are all encompassed within literacy. 4 Menu Whole-School Strategies and Case Studies Nottingham Education The Fernwood School Case Study Partners Developing Literacy Skills: Securing Success Ongoing monitoring is used to check when targets are reached, or This case study is illustrated by video excerpts which are linked in the text. new ones need to be set. This At The Fernwood School, our approach to developing and enhancing monitoring ensures that pupils pupils’ literacy skills is systematic, simple to implement and successful. We continue to be stretched and are passionate about promoting and developing literacy skills for all our challenged so that they achieve learners. A pupil who has effective literacy skills has the ability to gain their full potential. understanding from texts and learn the skills they need to become adept The Literacy Hub also offers communicators. The developmental processes we have put in place lunchtime clubs which aim to provide a sophisticated understanding of the needs of each individual develop pupils’ social skills pupil and allow for a personalised approach to intervention. alongside their literacy skills. The activities and clubs offered are inclusive What is the importance of literacy development at secondary level? of all abilities and promote life skills such as interpersonal development, The Literacy (and Numeracy*) Hub team building and leadership qualities through activities and discussion. To enhance the delivery of the The Literacy Hub provides a happy and welcoming environment where interventions we offer, we have pupils feel safe, supported and confident. created a specialist Literacy Hub which How are students supported in their literacy development? is dedicated to promoting and developing literacy skills for all pupils. A student’s perspective: Sam The Literacy Hub’s team of specialists As you read this you may be wondering about the cost implications of use various skills and programmes to setting up a dedicated area for literacy development and, more assess and target specific areas for importantly, the cost of staffing it. The Literacy Hub isn’t a large area; in development and provide support fact it was created from what was once an unused space in school. The tailored to each individual pupil’s impact of a dedicated space is not to be underestimated. Previously, our needs and requirements. This is intervention had taken place in stolen corners of the school, an image we achieved through a range of are sure will resonate with many of you. interventions, delivered in small groups, or during one to one sessions. The Literacy Hub is staffed by two full time Learning Support Leaders who 5 Menu Whole-School Strategies and Case Studies Nottingham Education The Fernwood School Case Study Partners are highly skilled teaching accelerated progress in reading. The expected rate of progress for all assistants specialising in literacy pupils in one academic year would be an improved reading age of +12 development. The Learning months from the baseline test score.