Robin Hood Junior School
High quality teaching, the removal of barriers to learning
What problems were in your school and how did you identify them?
Data analysis showed groups of pupils not engaging in and underachieving in reading. This impacts writing. We have a high proportion of EAL pupils: 30%+, some with no English.
What actions did you take?
Pupil feedback identified that teacher led interventions and individual learning conversations had the highest engagement levels, so we invested heavily in this. Reading was promoted by an author in residence programme, which ran over a term to provide ongoing feedback and support for individual pupils. This was further developed by a system of every disadvantaged pupil having an in-school mentor.
We bought into a Storyhunters project, providing new books for reluctant readers and supporting this with regular in school reading sessions and liaison with parents.
We have tackled emotional barriers through ELSA, Friendship Groups, Art Therapy and an Inclusion mentor.
We have purchased EAL dual language resources and been involved in a pilot support project.
What were the outcomes?
Improved engagement in reading, which has had a subsequent impact on writing for targeted groups. Excellent EAL progress.
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