YR Early Reading Project
The Herts for Learning YR Early Reading Project incorporates the following strategies to improve the trajectory of YR pupils towards attaining ELG reading and ARE in phonics.
- diagnostic assessment
- book metalanguage
- application of phonics
- reading fluency development
- self-regulation development
- environment development
- adult modelling
The pilot project was delivered with a group of schools in Hertfordshire and will now expand across Hertfordshire and neighbouring counties.
If you would like to express an interest in participating in the project, please sign up on this page.
We are also offering bespoke tailored consultancy, using elements of the unique teaching strategies woven into the project, for those schools unable to participate in the full project. To find out more, email firstname.lastname@example.org
Next launching: Friday 21st September 2018, 9-12 (Round 2) and Wednesday 7th November 2018, 9-12 (Round 3) 2018.
Next deadlines for applications: Friday 14th September 2018 (Round 2) and Wednesday 17th October 2018 (Round 3).
Impact and outcomes from the twelve-week project
- 9 schools and 54 pupils have participated to date
- early indications are positive and suggest that these areas have improved: print concepts, alphabet knowledge and application in text reading
- one disadvantaged pupil made 26.67% increase in awareness of print concepts and 85.16% increase in alphabet knowledge between Oct 17 (start of the project) - March 18 (mid project)
- final data will be published August 2018
Pupils typically demonstrated the following improvements in their reading behaviour:
- showing better self-image as readers, because they have the print concepts and 1:1 correspondence
- choosing to read more in the reading area and in ChIL
- showing improved understanding of meta-language (eg word, letter)
- talking more about their reading, including independently volunteering their views
- reading independently more widely and often
- showing more signs of early reading fluency as they are freed up to decode, due to having more secure print concept knowledge
- showing increased print awareness and alphabetic knowledge
Find out more about the project below.
Participants will receive the 12-week project CPD through:
- half day training session 1 (school lead and YR teacher)
- tailored in-school consultancy half-day (school lead and YR teacher)
- midpoint cluster (project YR teachers only)
- half day training session 2 (school lead and YR teacher)
School participation / commitments:
Each school is asked to nominate a YR teacher and a school-based project lead. The project lead may be a deputy Headteacher, or English subject leader / SENCo where they are a member of senior leadership team. The project lead will be responsible for monitoring changes and following through key actions.
The project teacher will receive tailored consultancy in school to support them in making adjustments to teaching and provision based on the needs analysis. Teachers will need some release time to complete the beginning and end diagnostic assessments, for which teachers and leads receive full training on the initial half-day.
Teachers are asked to work with a group of six pupils for two group reading sessions per week for the 12 week period. These pupils are deemed to be not yet on track to attain ELG reading, at the start of the intervention period.
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 support schools with analysing their project data.
Blogs to read
Primary Teaching and Learning Adviser - English
Tel: 01438 845111 (option 2)