Reading

During 2022 – 2023, there was a need identified to support secondary colleagues in embedding whole school strategies to better support the bottom 20% of readers. Emma Hooley worked with Literacy leads across former TLA to address the priorities outlined below. 

During the primary SEN audits, completed by Julia Gawn (Autumn 2023), we have identified aspects of Early Reading which would benefit from alignment in policy and practice. We will incorporate aspects of this work into the priorities below:

Priority	Objective
Embed a standardised approach to baseline (and re-testing) at planned points throughout the academic year.	To ensure schools are routinely identifying those students who are below chronological age in Reading.
Ensure training is in place for staff to deliver interventions in ‘decoding’ and ‘comprehension’, with impact regularly assessed.	To identify the best evidence-based approaches and create capacity in each school for staff to be trained and then deliver to identified students.
Co-ordinate Professional Development Calendars for 2023 – 2024 to reflect ongoing CPD for all teaching staff on high quality teaching and learning strategies to support our weakest readers in the classroom.	To ensure that all staff are equipped with the knowledge and understanding to adapt lesson planning, where needed, to support weaker readers in the classroom.
To co-ordinate the work of the Reading Network Group so it is planned, collaborative and supportive.	To ensure that the best practice in our schools and beyond, is shared, discussed, adapted and adopted.