KS2 Reading Fluency Project
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 project is being delivered with schools in Hertfordshire and surrounding counties, including London.
If you would like to express an interest in participating in the project, please sign up on this page.
We are also offering one day CPD events nationally to offer an insight into the transformational teaching strategies used in the project, so schools unable to participate in the full project can incorporate them into their teaching practice. To find out more about attending or hosting one of these events contact firstname.lastname@example.org
Impact and outcomes from the 8-week project
Pupils made above average accelerated progress
Pupils on the autumn round of the KS2 Reading Fluency Project made an average of 22 months' progress in reading comprehension age, with pupils in the spring round reaching an average of 23 months' progress. In the same period, pupils in receipt of PPG funding made 29 months' progress on average.
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.
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.
Blogs to read
Deputy Primary English Teaching and Learning Adviser
Tel: 01438 845111 (option 2)