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St Peter’s C.E. Primary School – Pathways to Read – Case Study

About the school: 1-form-entry CofE primary in Newton-le-Willows with very low PP, EAL and SEND numbers.

Number of classes: 7

Number on roll: 265

The Challenge:

We realised we had a lack of consistency in our reading curriculum. A more bespoke model was required. We chose the mastery approach first because it matched the mastery approach we adopted for maths, but also because it has proven itself to be the method that provides best retention in our children.

We had already chosen Pathways to Write and liked that Pathways to Read better streamlined our English teaching as a whole by matching themes and genres, without reducing the number of books the children were exposed to.

Mastery Approach:

Pupil voice has found that children enjoy their reading lessons more and love the books read in their classes. Children are more excited to read and readily discuss what they have read outside of the classroom. Standards in reading have risen (by up to 10% in some classes in 2 years) and teachers have reported that they feel better equipped, resourced and trained to deliver high quality reading lessons.

Our SSP programme in EYFS & KS1 is ELS. Our Year 2 teacher has said that the programme runs alongside it fantastically.

The Impact:

Teachers have reported that their workload is greatly reduced since taking on the scheme. With support from our Literacy Company consultant, teachers feel more prepared and better trained to teach high quality reading lessons. They better understand the whole school teaching sequence and how their class and objectives fit within that journey. The biggest impact is that teachers have more time to consider the ‘point’ of each session and how to best support their children as they are spending less time resourcing their lessons.

The training materials are fantastic, the resources are easy to use and understand and the texts are fantastic quality.

Reading better fits our wider curriculum and draws upon knowledge from across the school (including the promotion of diversity) and encourages the children to think about quite difficult concepts.

The reading curriculum compliments and augments our writing teaching without reducing the number of texts children are exposed to. Support from The Literacy Company (including consultant visits and reviews) have been instrumental in ensuring that the curriculum implementation has been seamless and that children have begun to make accelerated progress in their reading abilities.

St. Peter’s C.E. Primary School