What progress looks like

Progress in reading and writing, listening and speaking, and thinking and learning skills, is rapid and rigorous, as evidenced below.

What is also evident is the underlying change in the level of self esteem which is brought about by the ‘Feel Clever Factor’ that all students experience as they become word hungry and confident. To quote a member of one student’s family:

‘“All of a sudden I noticed an absolute transformation in my grandson – in his attitude to school, the way he spoke, how he felt about himself, how he communicated with us…..

Despite all the hard work and time put in by the staff at his Primary School, my grandson left unable to read. He had developed an ‘I can’t’ and ‘I will never’ attitude to learning. He felt stupid and was almost literally shrivelling up. In the last 3 weeks he has become like a desert where there is the first rain – he is sucking up words and knowledge at a fantastic rate .

He walks differently, he sits differently. He has clearly made a major change in the way he views himself. He no longer feels stupid. It has all happened so quickly that it feels like magic. In just these 3 weeks he has developed an ‘I can, I will’ attitude. He is a different person – he is whole and he is going to thrive”

Altering the attitude and aptitude of students

Improvement recorded over a 5 day WordPower Express Training Programme

results months

A year 2 cohort (28 pupils) including students from 2 different primary schools, secured significant overall progress. This reflects the consistent trend established with each school.

14 months progress for one student in five days. This is achieved by developing each students, (and all adults) grapheme knowledge; addressed throughout the curriculum.

results spelling

Student Progress Results in Spelling

results reading

Student Progress Results in Reading

Impact Learning Teaching and Learning Coaching Forms, are one of the mechanisms used to expand and refine the quality of instruction and coaching for school leaders.

Through securing specific teaching requirements, teaching practice for a reception teacher moved from satisfactory to outstanding. This was consistently evidenced through triangulated senior leader observations in partnership with an external officer. The impact on student learning is evidenced below.

reading scores graph

Reading Scores

Students entered the reception year with a class average for reading (red line) below both national (dark blue line) and local (light blue line) averages. They completed the academic year well above the local and national averages.

Student Progression

Year 1 Student on a 3-day WordPower Express Intervention Programme