Page 26 - The East Sussex Way

By term 3 of the implementation year, learning was being successfully
adapted to meet the reading ages of pupils in 100% of sampled
lessons. Adaptations included changes to teaching resources,
careful choice of font size, scaffolding of reading and modelling of
reading. Teachers are now explicitly planning:

• How new vocabulary is introduced.
• How instructions are presented (for example, on
PowerPoints).
• How suitable texts are.
• How to model unpicking and using key language.
• Appropriate reading-focused questioning within
lessons.

Since the school has started using reading age data in the ways
described, there has been a steady improvement in reading ages.
For example, Year 7 pupils have improved on average by 11 months
and Year 10 by 20 months.

Next steps

Building on the success described, the use of reading age data to
target and support reading development will be enhanced through
further training, sharing of good practice and research. The link
between behaviour and reading ages will be a focus.

Practical recommendations

First steps
Work with local schools

Establish a shared reading ethos by reviewing progression,
breadth and diversity in the range of texts used (including
Þ ction, non-Þ ction and poetry).

Share CPD opportunities across primary and secondary
schools on the teaching of reading strategies, for
example, how to synthesise information from two or more
source texts.

Establish shared approaches to modelling reading to ease
transition.

Ensure attractive, up-to-date resources are available that
support reading for pleasure and learning.

Use summer schools and transition days to promote
the habit of reading. Carry out initial reading tests to
identify currently reading levels in preparation for early
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