VIEW FROM THE CLASSROOM VIE WFROMTHE CLA SSROO M


comprehension processes. Pupils were also encouraged to read at home between sessions and an after school reading club was opened and supported by the Love to Read teaching assistant.


28 pupils, from Years 7 to 10, participated in the reading intervention.


• 8 pupils were m ainstream


• 5 had an Education Health and Care Plan (EHCP )


• 4 pupils were EA L


• 4 hadModerate Learning Difficulties (MLD) • 3 hadMLD and Social, Emotional andMental


Health needs (SE MH )


• 2 had SEM H • 1 had dyslexi a


spectrum disord e • 1 had an attentio


n deficit disorder/autism r (ADHD/A/ASD)


Howdi How did you lear n about this interv d you learn about this intervention rvention?


Supply Desk, one of the UK’s leading education recruitment specialists, contacted us about the ‘Love to Read’ pilot programme.We were one of three schools inWest Yorkshire selected to pilot the project, which is now available to schools


The intervention i across the UK.


s driven by the shocking


statistic that approximately 1 in 5 (20%) school- aged children are unable to read and is designed to boost pupil reading ages by up to two years i n 10 weeks.


Howdid the pupils respond to the interintervent on?


How did the pupils respond to th vention?i


One of the most important outcomes of the programme was the engagement and intrinsic motivation shown by our pupils – they really enjoyed working with the Love to Read teaching assistant. He was great at improving their comprehension and vocabulary by ensuring new words were practised in sentences throughout the week.


Our learners have made significant progress with their literacy by improving their reading ages, but most importantly they have developed an


enjoyment of reading – our boys responded superbly well to the competitive and reward- based element.


Whatwere the key results of the intervention?


we intervention?


The results were incredible – the impact of the reading intervention was widespread across the participant group with some of the boys increasing their reading age by two years in the space of a term!


• Y


ear 7 results:


69%made an average increase of 7.6 months over the 10 weeks


• The most significant rise was 18 months – the pupil progressed from a reading age of 14.0 1 to 15.0 7


• • Y


80%made an average increase of 1 ear 8 results:


4 months


The highest improvement was 3.5 years – with the pupil moving from a reading age of 6.09 t o 10.0 3


Howhave the school and pupils benefited fromthe programme?


All of the pupils who took part in the Love to Read programme substantially increased their reading age – the project was a great success quantitatively and qualitatively. The int boosted our pupils’ confidence and sel


How have the school and pupils benefited from the programme?


f-esteem. ervention


They enjoyed the consistent support and loved seeing the progress they were making on a daily basis. The headline results of the programme were astounding and the pupils who participated in the intervention have kept reading.We now have a school-wide reading culture, evidenced by pupils increasingly reading in their own time as well as in lessons.


Reading is a life skill which has practical applications in all aspects of life but is also an effective way to unwind. Life can often be furiously busy and finding 30 minutes to read is calming and soothing. Once boys have found the right book for them to read (and I don't believe anyone hates reading, they just may not have found the right book yet) then it provides


ke ts


escapism, adventure or enchantment. It’s possible to grab their attention with more than just a PS4 and the latest game!


Mental health in young people is a topical issue, especially for young men, and we at UBHS feel that reading is a positive wellbeing tool. The advancements in modern technology have made life easier in some aspects, yet social media can put a great deal of pressure on a young person. Being lost in your own imagination via an immersive book is a super way to escape that external pressure.


Perhaps the greatest benefit was observed


among our EAL pupils – the programme increased their access to English reading material and the one-to-one support they received, particularly around new vocabulary, improved their confidence and empowered them to read i n English.


What have been the advantages for staff There has been a positive impact on pupil-teacher relationships, as boys now discuss their latest book with staff duri improvement in spe


What have been the advantages for staff ?


lling and vocabulary during ng break times. The


extended writing tasks has created improved outcomes in a wide range of lessons. In addition, it has led to creative, fun ideas from staff on developing whole school literacy.


Our librarian is launching a book club for staff and learners, one teacher is launching a DEAR (Drop Everything and Read) campaign. Another teacher has started an engaging poster campaign for staff to take part in over the next school holiday - to take a picture of them reading in an unusual place! His first poster shows him sitting with a book at the top of the Cow and Calf rock s in Ilkley.


How have parents responded to the implementation?


Howhave parents responded to the implementation?


both u ils and parents. Parents were engaged in their children’s literacy journey and the


Our positive phone calls home for great reading and vocabulary used in class have encouraged p p


triangulation between school, the pupils and their parents ensured encouragement, support an d praise from all sides.


Looking ahead, howdo you intend to continue improving literacy outcomes at UBHS?


We aim to continue the intervention and


encourage our pupils to keep engaging in reading – it is reading little and often that makes the biggest difference for our pupils.We are expanding the project this year to include more parental involvement as this ensures the


development is sustainable.We would definitely recommend the Love to Read intervention to other schools.


Any school who would like to take part can register their interest on the Supply Desk website. The intervention is delivered by teaching assistants and teachers provided by Supply Desk .


Any final comments? Any final comments?


Love to Read has made people think creatively about when, how and what they can read, made reading high profile for learners, staff and parents, and provided a fun focus for reward- based learning. The Batley Buzz is in full swing. Go on - drop everything and read - you've got ten minutes!


www.ubhs.co.uk March 02 91 2019 www.education-toda y.co.uk www .co.uk 17


Looking ahead, how do you intend to continue improving literacy outcomes at UBHS?


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