Project focus

    The Herts for Learning KS2 Reading Fluency Project incorporates the strategies of modelled expressive reading, echo reading, repeated re-reading, skilled questioning, challenging text selection and modelling comprehension skills, to improve the trajectory of Year 6 pupils (summer term Year 5) towards the expected standard in reading at the end of KS2.

    The 8-week project is being delivered with schools in Hertfordshire and surrounding counties, including London.

    Participate in this project

    If you would like to participate in this project, please book online or complete the expression of interest to be contacted about future launch dates in the summer and autumn terms.

    KS2 Reading Fluency Project (Y6)

    Launching: Friday 18th January 2019. Book online: Course code 18ENG/099P

    Launching: autumn 2019, please complete our expression of interest form

    KS2 Reading Fluency Project (Y5)

    Launching: summer 2019, please complete our expression of interest form

    National one-day CPD event roadshow

    Learn about the transformational teaching strategies used in the Herts for Learning KS2 Reading Fluency Project by attending a one-day CPD event in your area delivered by the Herts for Learning (HfL) primary English team.

    Monday 7th January 2019 - Bristol - Book online: Course code 18ENG/076P
    Thursday 7th February 2019 - Derby - Book online: Course code 18ENG/075P

    To find out more about attending or hosting one of these events contact


    Impact and outcomes from the 8-week project

    Pupils made above average accelerated progress

    Pupils on the autumn 2017 round of the KS2 Reading Fluency Project made an average of 30 months’ progress in reading comprehension age, with pupils in the spring 2018 round reaching an average of 23 months’ progress. In the same period (autumn round 2018), pupils in receipt of pupil premium grant (PPG) funding made an average of 31-and-a-half months progress. {updated data - August 2018}

    Provisional 2018 SATs data were collected for 292 project pupils. 74% of these pupils achieved 98+ scaled score in the 2018 SATs reading test – all of these pupils were judged as being ‘not on track’ at the start of the project; 60% of these pupils achieved the Expected Standard (this equates to 175 pupils); 5% of this cohort achieved the Greater Depth Standard. 

    Pupils typically demonstrated the following changes in reading behaviour:

    • increased stamina – able to read more text for a longer period whilst retaining understanding
    • increased accuracy – children make less substitutions, omissions, mispronunciations, additions when reading a ‘cold’ text
    • increased enjoyment – pupils read more and are more willing to explore a wider range of literature
    • increased confidence – pupils tackle challenging texts with greater willingness and show improved tenacity in teasing out meaning
    • increased engagement – pupils offer more extended contributions in group discussions about challenging texts.

    Find out more about the project below.

    Project delivery

    Participants will receive the project CPD through a one-day launch session, a mid-project twilight and a final, ‘celebratory’ half-day cluster. In addition, participating schools will receive a two-hour mid-project visit, where elements of the project can be tailored towards specific school needs. The training is available for two delegates from the project school: the Year 6 (or Year 5 – summer term) project teacher, and the subject leader.

    Before beginning the project, class teachers complete the YARC test (York Assessment of Reading Comprehension), which provides a reading comprehension age for each participating pupil. The test is repeated at the end of the eight-week intervention to gather impact measures. Full instructions for how to administer the test are provided on the project's launch day.

    Each school is allocated a project adviser. The adviser will be on hand throughout the project period to answer queries and support the school as needed. The adviser will also analyse the project data and share this with the school. As part of the project, participating teachers are asked to work with a group of six pupils for 40 minutes each week (two sessions of 20 minutes) for an eight-week period. These pupils are deemed to be not on track, to reach the expected standard at the start of the intervention.

    Contact details

    Express an interest