Pre-pandemic, standards in reading were at or above national averages. Our more able pupils’ reading skills were good, however we had a high number of pupils needing extra literacy support in Years 2, 3 and 4. Post-pandemic, this number increased and, with it, increasing pressure on staffing and budget.
We researched approaches to early reading including visits to schools in England who had been successful in improving standards in reading. It became apparent that fidelity to a quality synthetic phonics programme was the key. However, the costs involved were large!
When the offer to become part of a pilot/research study with Mike Glavin and Monster Phonics with support for funding and free training, we jumped at the chance.
All staff, including support staff, received training and quickly settled into the daily phonics lesson structure, ensuring their fidelity to the programme. Staff were consistent and robust in their teaching and expectations and were fully on board. We appointed a Phonics Lead and staff worked collaboratively to review reading data and to ensure consistency, shared successes and any issues arising.
All the pupils were very engaged in the programme and experienced success quickly. All pupils were stimulated by the characters and resources which contributed significantly to their enjoyment and retention of their learning.
Classroom drop-ins, learning walks and listening to learners with school leaders, governors and school improvement partners have all noted the ‘buzz’ around reading. The pupils are thoroughly engaged and enthused with their progress.
Wider impacts have been seen. Staff noted that pupils are accessing provision areas more independently, their vocabulary and writing improved and their general confidence and attitudes to learning improved too. Pupils are choosing to read in the reading corner and talking about what they were reading.
Pupil’s National Test scores in Year 2 showed a significant improvement on the previous cohort. There are less pupils needing reading/literacy intervention and support in year 3.
On return from the summer break, staff report that nearly all pupils have retained their phonics knowledge and there is significantly less summer learning loss.
This year we will continue to build on our successes. We have invested in Superhero Spelling programme for Year 3 to Year 6 from the same scheme to ensure that there is continuity and consistency as learners move through the school.
At Ysgol Acrefair we will be readers and life achievers!
