We have had a complete whole school approach to implementing the programme which has included:
- Focussing on the aspects of the programme that is most needed for our children. We identified from the Star reading test at the beginning that comprehension was the main need, so we have focussed on aspects of the reward programme that highlights comprehension over number of books/word read;
- Writing the scheme into our whole leadership planning and strategy. All leaders in the school are involved at some level in their own leadership areas, with governors also engaged;
- Using the assessment tools to influence practice. The assessment modules are used to identify our guided reading groups, and we also use them to draw out a weekly focus;
- Involving the whole school community. We continue to educate parents in how the system works, and to encourage them to support their child to read. With our focus on comprehension, the parents are now starting to demonstrate that their children understand what they have read, rather than accelerating through a reading scheme
- Ensuring that all staff are involved and on board. This has included using key staff to model good practice, and share examples.
- Developing and changing our practice with each year group as the system embeds. With a tightly monitored system, we can ensure that Accelerated Reader is having the desired effect of impacting on pupil outcomes;
- Reforming our library to reflect the ‘zones of proximal development’. However, children still very much choose their own books to read from within their ‘zone’.