Key Stage 3 Literacy Project

Literacy is a vital, core skill that underpins pupils’ successful progression through school, and their transition into adulthood and employment.

We work intensively and collectively with schools and partners to systematically implement evidence-informed literacy interventions that are underpinned by high quality teacher professional development and a focussed process of change.

The project aims to have positive, sustainable impact at both pupil and teacher level that will ultimately lead to enhanced GCSE attainment when the Key Stage 3 cohorts reach Y11, increasing the prospect of social mobility.

In addition to the increase in pupil’s literacy levels at Key stage 3, the programme aims to evidence wider progress against the curriculum and subsequent uplift in the child’s attitude towards themselves and school.

The project aims to tackle a number of complex and cumulative issues relating to literacy including, but not limited to:

Pupils

  • Historical poor attainment and progress at GCSE across a range of literacy based subjects including English
  • Analysis of Key Stage 2 Reading data showing comprehension (inference) to be a particular weakness
  • Poor sentence and paragraph comprehension for a significant number of pupils related to poor decoding skills, limited fluency and limited vocabulary
  • Large variance in the culture of reading across the pupil population

Schools

  • Limited ownership of literacy by teachers across the curriculum
  • A lack of consistency/whole school practice in the teaching of reading
  • Large variance in teacher knowledge and understanding of explicit teaching of literacy.

Unlike collaboration or partnership, the collective impact initiative, involving Department for Education, Blackpool EEF Research School and St. Mary’s BEBCMAT Catholic Academy, has a centralised infrastructure with dedicated leads to help participants make the shift from acting alone. By providing both backbone support and a focused process of change, together with local leaders, we aim to develop people and culture in relation to literacy.

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“Right to Succeed’s research-informed approach is made sustainable through their commitment to harness the power of the collective.”

Sir Harvey McGrath

2019-03-14T14:50:34+01:00

Sir Harvey McGrath

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“Right to Succeed’s research-informed approach is made sustainable through their commitment to harness the power of the collective.”
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"They have challenged our thinking, provided tools to help us improve our outcomes for young people and remained consistent throughout the process to date."

Head SLT Ed Diversity

2019-03-21T20:41:08+01:00

Head SLT Ed Diversity

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"They have challenged our thinking, provided tools to help us improve our outcomes for young people and remained consistent throughout the process to date."
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"It shows me that the work that you are doing is enormously important. You are acting as filters, brokers, and relationship-builders. You are nudging, monitoring and linking the work in the region. You are generating momentum, funding, and enthusiasm."

David Weston CEO at TDT

2019-03-21T20:45:45+01:00

David Weston CEO at TDT

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"It shows me that the work that you are doing is enormously important. You are acting as filters, brokers, and relationship-builders. You are nudging, monitoring and linking the work in the region. You are generating momentum, funding, and enthusiasm."
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"After 30 years in this profession and eight years as a Head Teacher I can honestly say that I have never before worked with such professional people who have been able to challenge my thinking and inspire my practice"

Wendy Casson, Headteacher

2019-03-21T20:19:42+01:00

Wendy Casson, Headteacher

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"After 30 years in this profession and eight years as a Head Teacher I can honestly say that I have never before worked with such professional people who have been able to challenge my thinking and inspire my practice"

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