Year 7 Intervention Report

Literacy Annual Report 2018-19

Funding received 2018-2019 was £12,305.00.

During the academic year 2018-19, literacy interventions were delivered to KS3 PP students as a catch-up intervention. Alongside this, the Literacy Lead SBi began to embed a range of whole-school measures to support literacy acquisition.

A summary of the PP interventions for literacy are below:

Contextual information

  • Students in programme: 39 (Yr7=17), (Yr8 =16) (Yr9=6)
  • % Male: 62% (24/39)
  • % Female: 38% (15/39)
  • % PP: 100%
  • % SEN (Reg/monitored): 31% (12/39)
  • % EAL:  10% (4/39)
  • Average number of student sessions: 14

Headline Data using ARTi

  • % Year 7 Reading age improvement (over 5 months): 9/17 = 53%
  • % Year 7 progress in literal comprehension skills (over 5 months): 9/17 = 53%
  • % Year 7 progress in vocabulary skills (over 5 months): 10/17 = 59%
  • % Year 7 progress in Inference skills (over 5 months): 9/17 = 53%
  • % Year 7 progress in Analysis skills (over 5 months): 8/17 = 47%

Headline data – student voice (Survey Monkey)

  • 84% of students reported feeling more confident with their reading.
  • 75% of students felt more confident in deciphering tricky words.
  • 100% of students feel more confident with their comprehension skills.
  • 100% of students would recommend the literacy programme to others.


Successes of sessions:

  • Impact on identification of suspected SENs; HOH and SENCo aware of discrepancies found and more students having screening that had previously been missed. These include: KB, EM, JF, AK – 10% of cohort.
  • ARTi reading tests over a short 5 month period revealed good results.
  • Quality literature for GCSE: Students are aware of high expectations and enjoy being told that they are working/reading quality resources. They understand that the focus is not on being ‘bad’ at literacy.
  • Sustainable and enjoyable; extracts are selected by the students and students are able to advise me on what they would like to read.
  • Use of English level ladder – so that students are absolutely aware of their target and what they need to do to get there.
  • Use of Pentagon programme strategies for all learners.
  • Development of more English subject specific resources such as AFOREST.
  • Creation of bespoke literacy projects (Using Pentagon programme strategies) for learners with SpLD (AH/SL).
  • Use of ARTi reading test results to pinpoint areas that need to be improved.
  • Engagement of all students – most of the time. Those with complex learning and behavioural difficulties (Eg. RB, AH) feel supported and that they are achieving.
  • Longer length of sessions much improved on last year – enabling thorough content.


  • 91% of students still do not read more outside of school – need to be in more contact with parents.
  • Use ARTi data to monitor progress needs to be added to – with specific literacy testing / Anthology lesson progress.
  • ARTi testing was only funded for Yr7s.
  • Runner system although better in library is not always 100% efficient, wasting time.
  • Too many teachers do not know which of their students have extra literacy – nor use the strategies recommended.
  • More subject specific tasks need to be developed.

Recommendations for future impact

  • Act on student voice suggestions:
    • Read more fiction books and learn how to use quotations.
    • Increase variety of extracts.
    • Students to bring English books with them to exemplify areas of strength/weaknesses.
  • Liaise with G.Reed to establish literacy tests that will better show student progress for this intervention.
  • ARTi Reading test (twice yearly for the whole of KS3) in order to show reading progress – and progress in subsections. This will also enable monitoring of students who I will not continue to see in 2019 academic year.
  • Make staff aware of existing student strategies – add pictures to strategies for a pen profile. (Send to Greed for inclusion in CPD). Learning walks to enquire whether student strategies are being used in lessons.
  • School to buy-in more advanced Survey monkey package for ease of analysis for staff/student voice.
  • Contact parents with regards to reading strategies that they can work on with students at home.
  • SLT to support with monitoring of Literacy lessons (Anthology)

NB: Reading tests were conducted for Yr7s in February 2019 and again in July 2019. This therefore shows the amount of progress made over a 5month period as opposed to an academic year.

Literacy Annual Report

Development Plan 2019-20

Since September the literacy lead SBi has worked alongside the learning support department and under the guidance of GR to ensure a tiered response to literacy is developed within the school- that does not focus in isolation on PP students but more widely for the student body. The development and focus for this academic year is outlined below:


Every teacher is a literacy teacher. Ensuring that our students can communicate clearly and effectively in all contexts impacts not only academic attainment, but also self-esteem, motivation to learn and relationships with others. In striving to develop a language and literacy environment for all irrespective of age or learning requirement, we aim to best equip our young people for the challenges of their immediate lives and future lives as adults.  

Our curriculum is underpinned by developing students’ abilities to speak, listen, read and write with confidence for a wide range of purposes. We strive to focus upon disciplinary literacy, recognising that literacy skills are both ‘general and subject specific’ (EEF, 2019). In particular, we seek to develop a culture of listening to others which will enhance skills of reflection, inference and prediction so that students can extend themselves in specific areas of thought. 

We understand that ‘acquisition and command of vocabulary is key to learning and progress across the whole curriculum’ (DFE, 2014; p.11) All teachers are here to facilitate the clarity and development of student expression, with the fundamental expectation that standard English shall be used in verbal and written communications both in the classroom and during unstructured opportunities.

Intent (Sept 2019)

  1. To develop a communication environment in which all learners can access visual, auditory and kinaesthetic information.
  2. To create a culture of careful listening to others through high expectations and behaviour for learning strategies.
  3. For students to speak as we wish them to write; using standard English in full sentences using subject specific vocabulary where appropriate.
  4. To create everyday opportunities for talking-modelling-writing-checking.
  5. To use the ‘5Ws and How questions’ to check for understanding.

Speaking and Listening

Across the whole curriculum we will create opportunities through:

  • Leading by example, ensuring Standard English is used at all times and is expected in response.
  • Challenge students when slang or inappropriate colloquialisms are used. Encourage the correct use of English in classroom and recreational environments.
  • Encourage students to correct their own speech when errors are drawn attention to.
  • Create opportunities for talk in a range of contexts and forms: whole class discussion, small group discussion, paired discussion, individual contribution, role play etc.
  • Ensure that students listen to others and are able to be listened to by ensuring a consistent ‘hands up’ classroom approach and engendering an atmosphere of respect.
  • Routinely use Who, what, when, where, why and how questions to consolidate comprehension. We should focus particularly on the why and how questions to develop critical thinking skills.


Across the whole curriculum we will create opportunities through:

  • Taking every opportunity to promote the enjoyment of reading.
  • Model reading to our students and when appropriate, engage students in shared conversation about reading materials.
  • Differentiating material so that all students can access information.
  • Providing interesting and high quality reading materials.
  • Being conscious of tricky vocabulary by frequently checking students’ understanding – and developing skills of ‘reading around the text’ to support word meaning.
  • Providing opportunities for reading as a class, in groups and individually. This includes assemblies. Encourage reading aloud if appropriate to task in order to develop phonetical awareness.
  • Encouraging further reading around the subject, setting reading and research tasks as part of class work and/or homework focused on books/newspapers/online articles etc.
  • Promoting skimming and scanning skills in lessons.
  • Developing students’ ability to locate and retrieve information; to select and interpret information; to collate supporting details within a text; to collate material from a variety of texts, including different types of text.
  • Ensuring that subject specific words are accessible to all students through a variety of mediums such as word banks, interactive displays and in student planners, and to ensure that students understand these words in order to apply them to written work.
  • Developing students as strategic readers through activating prior knowledge, prediction, questioning, clarifying and summarising strategies.



Across the whole curriculum we will create opportunities through:

  • Modelling high standards of presentation. All work to be presented with an underlined date and title.
  • Differentiating writing task processes through use of scaffolding strategies, such as sentence starters, fill the gaps, writing frames, etc.
  • Providing models of clearly graded ‘outstanding’ written tasks.
  • Modelling pieces of writing – never assume that the student will know what structure or tone to employ.
  • Using pre-writing activities to ensure that students are able to remember key ideas about a topic before a writing task.
  • Allowing students the process of thinking-planning-drafting-editing wherever possible.
  • Taking every opportunity to expand vocabulary and range of expression. We strive teach academic vocabulary explicitly and clearly, showing students how specific language can be used.The use of vocabulary ‘starters’ is particularly useful here.
  • Allowing frequent opportunities for older students in particular to access examination style language – particularly the command words.
  • Using morphology and etymology to encourage ‘word-consciousness.’
  • Insisting on the use of full sentences within formal writing tasks if appropriate to the subject.
  • Encouraging note making in a variety of formats as appropriate to the learning needs of the group; brain-storming, bullet-listing and use of colours are such examples.
  • Encouraging the use of book or online dictionaries.
  • Giving students opportunities for peer SpaG marking.
  • Promoting and marking for SPaG as per marking policy.