Audio Transcript Auto-generated
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I am going to speak today about Reading Project, which
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I designed the school that I worked at last year.
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I will begin by outlining the rationale behind our project.
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On discuss the research we first looked up.
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I will then explain how we develop the project and
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then adapted during school closures.
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Finally, I would discuss our project results on our reflections.
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The Russian Alfa Our project came from meeting with myself
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the epi on the head teacher.
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The head teacher identified readings a priority.
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We examined pupils tracking data and found the in year
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for over a quarter of pupils were performing significantly below
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age related expectations.
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In reading, the school did have one toe on reading
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interventions in place.
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However, we recognize that this level of need we needed
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toe work more systemically.
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We needed to implement a larger scale, evidence based intervention
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to support these struggling readers.
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Myself and the EP have both watched dyslexia debate on.
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We also believe that all struggling readers, regardless of reverence
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they had a diagnosis of dyslexia, should have access to
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a well founded intervention.
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We were very inspired by listening to Jonathon Solid to
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speak about his work on the theory of optimal instruction.
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The theory Opto instruction argues that when teaching reading, we
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want to teach pupils the smallest amount of reading skills
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that have the highest utility.
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As our pupils were already in year four, we felt
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this may be the most appropriate intervention for them.
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I therefore contact Jonathan salty myself to find out more
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about the structure of teaching sessions so we could begin
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designing our daily intervention.
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We began our project by running whole school training to
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enable all staff to support the needs of struggling readers.
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Following this, a focus group of teachers and Tia's were
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trained on the daily intervention and how together extensive baseline
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data. I provided ongoing support and he should fidelity to
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the intervention through providing ongoing training opportunities, learning walks on
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pier supervision, our intervention for the same structure.
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Each day I shown on this slide.
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Peoples were first talk, high frequency words on then phonics
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skills and then they applied these skills impaired reading a
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record of pupils.
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Progress was kept each day to ensure equal continually adjusting
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the teaching in response to pupils learning, we held parent
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workshops to empower parents support their child's reading at home
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to improve home school partnerships and to listen to parents
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voice from listening to parents at the workshops.
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We designed further training for all parents on paired reading
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during the summer term.
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When the school was shut, the majority of pupils we
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developed sessions to be delivered online.
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Parents received online guidance as well about how they could
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deliver the project at home.
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We also recognize that during this period people needed to
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be supported to become more independent learners.
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I therefore examine the guidance report on how best to
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support pupil to learn remotely to develop sessions to enable
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pupils to plan, monitor and evaluate their own learning.
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One way we did this was through, including structure reflections
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within sessions as shown on this side.
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Pupils first mark their progress using scaling on, then reflect
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on which strategies had enabled them to improve.
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We then gave people some feedback and encourage them to
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think about what they could do.
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Even better.
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Despite the disruptions caused by school closures, pupils made excellent
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progress. Pupils, made between six months to a year, is
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progress for their reading.
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Fluency on the slightest example of the progress born people
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made pupils also reported really enjoying the sessions on.
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Parents were delighted with the progress that their Children had
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made. Upon reflecting on the project with the school and
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thinking about how we could further improve it, we first
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recognized that there was a group of pupils who have
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not had the same access to the virtual sessions.
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We therefore designed to catch up program for these pupils
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once they return to school in September.
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Secondly, the school are very concerned that pupils reading progress
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may have been exacerbated due to the school closures.
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We therefore decided to run the project across several year
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groups and to extend it to another school in the
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trust. We also wanted to support pupil to reading comprehension.
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We therefore around reciprocal reading groups with pupils.
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Once they could read fluently, we trained all staff on
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reciprocal reading so they could include it within guided reading
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sessions. Finally, the school raise concerns about parents own literacy
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needs many of those parents.
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The school also struggled, reading and writing.
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I am therefore working for school.
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The moment plan how we can best support parents literacy
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needs both within the school to re sources within.
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The resource is in the wider community.
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I really enjoyed running this project and observing the impact
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had on the pupils, their families and the staff of
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the school.
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I hope you enjoyed my presentation today on Thank you
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for watching.