Academy Success Stories
Thomas Walling Primary Academy, Newcastle-upon-Tyne
Thomas Walling Academy has been using Accelerated Reader and Star Reading for almost two decades, to support the school's reading development strategy! In May 2021, following a 'Good' Ofsted inspection report, the inspector made several positive observations around the school's reading development strategy and the healthy culture of reading established at Thomas Walling Academy.
Marish Primary School, Slough
Marish Primary School, part of the Marish Academy Trust, have been using Renaissance solutions since 2010 to support the school's reading strategy. As a result, in December 2021, the school fell into the top twenty schools in the UK & Ireland for the most Accelerated Reader quizzes carried out over the last twelve months. Since September 2020, the school has carried out over 39,794 Accelerated Reader quizzes and more than 4,729 Star Reading assessments.
Fulbridge Academy, Cambridgeshire
Fulbridge School has been using Star Maths since 2019 to support the school's maths development strategy. In December 2021, the school carried out the second-most Star Maths assessments In the UK & Ireland with an astounding 3,847 assessments carried out since September 2020.
Lea Forest Primary Academy, Birmingham
Lea Forest Primary Academy has been using Accelerated Reader and Star Reading since 2015 to provide a consistent approach to reading and develop a love for reading for all pupils throughout the school. In November 2021, the school received a 'Good' Ofsted inspection report with specific recognition for the school's reading development strategy.
The Long Eaton School, Derbyshire
The Long Eaton School have been successfully utilising Accelerated Reader and Star Reading since 2013. In August 2020, new Qualified Teacher Librarian Althea Briers joined the school when engaging students with reading for pleasure and developing reading proficiency was more crucial than ever.
Due to school part-closures resulting from the COVID-19 pandemic, Althea and her colleagues had the challenging task of refamilalrising and reintegrating students with a library system that makes reading accessible and part of students daily lives once again.
St Botolphs CE Academy, Wakefield
Hales Valley Trust, Dudley
Hales Valley Trust, situated in Dudley, has produced unprecedented product usage statistics throughout one of the most challenging years in education due to school part-closures due to COVID-19. We contacted the Director of School Improvement for the Trust, Rebecca Cox, who explains how the Trust has ensured consistent and strong reading practice across all schools both in and out of school.
St Thomas Aquinas Roman Catholic School, Birmingham
In 2013 St Thomas Aquinas Roman Catholic School, part of the Lumen Christi Multi-Academy Trust, invested in Accelerated Reader (AR) and Star Reading (SR) to promote a love and motivation for reading amongst their students.
Since then, the school have gone on to see a year-on-year improvement in their Progress 8 score. Most notably, the Progress 8 score for their disadvantaged pupils has increased substantially over the last two years. In 2019, according to the DfE's latest published data, the school performed within the top 29% of all secondary schools in Birmingham based on Progress 8 Score.
Finham Park Multi Academy Trust, Coventry
In 2017, Finham Park School, Finham Park 2 and Lyng Hall School all invested in Accelerated Reader and Star Reading to improve literacy levels and develop a sustainable reading culture. In July 2020, they also invested in myON by Renaissance, the online digital library, to tackle a further loss to reading development to support the blended learning throughout the 20/21 academic year. This is their story.
Ellis Guilford Comprehensive School, Nottingham
I want to make use of the data more for teachers and I’m hoping, in time, our teachers will have a better grasp of Accelerated Reader and Star Reading. I think the Star Reading programme will be invaluable for our teachers because once you know whether pupils are growing or not, you can now group them and use the instructional planning report to see what individual skills each pupil has mastered and what they are yet to master, still. Therefore, if teachers begin to regularly work with their individual groups more often then they will be able to offer more appropriate intervention, subsequently allowing them to share this vital data with other teachers.