We are delighted to become a 'Power of Reading Associate School'. As part of this role we will continue to work collaboratively alongside CLPE to both promote Power of Reading and host Power of Reading information sessions where schools can find out more information about the programme and see how it works in our classrooms.
We are delighted to announce that we will be hosting training on ‘The Power of Reading’ for the third year running starting in September 2019. Please see attached flyer for more information on how to book.
This whole school training project uses high-quality children’s literature and proven creative teaching approaches to engage teachers and children in the literacy curriculum and develop a whole school love of reading and writing. Now in its 13th year, the Power of Reading has raised achievement in over 3500 schools and worked with 5000 teachers nationally. The Power of Reading meets all requirements of NC 2014.
Power of Reading in the Early Years
The Power of Reading in the Early Years brings together best practice from the Power of Reading and Early Years research. It is fully aligned with the main Power of Reading programme, so that practice is consistent throughout the school setting. Early Years practitioners will gain a clear understanding of how the approaches work best to ensure progress in early language and literacy.
Evidence of Impact (National)
Analysis of data by CLPE has shown that Power of Reading schools:
- Make significant progress in reading and writing, particularly with those pupils who had previously been reluctant to engage with literacy
- Are effective in narrowing the achievement gap between boys and girls
- Find that their children choose to read more often, at greater length and are more confident in talking about books
Impact
So far:
- 73% have audited their classroom reading environments and are in the process of or already have developed and improved them.
- 43% have already made an improvement to the whole school reading environment and a further 27% have identified that improvements need to be made regarding the whole school reading environment/ethos/book stock/whole school library
- 87% have already trialled at least one teaching sequence. An additional has tried some of the teaching approaches with their current class text but didn’t have to confidence or autonomy to try out one the POR texts
- 60% have been asked or already have led whole school Reading CPD. This is something we need to monitor – do any of the staff require support with planning and identifying how to roll out the POR to the rest of their school?
"I love this book (Floodlands) and covered it last year, but this sequence was so wonderful. It really brought the book to life."
