Latest success stories from Renaissance Learning

Secondary Success Stories

Logo for Accelerated Reader

Invaluable Data for Accurate Assessment at Castleford Academy, Wakefield

Castleford Academy, Wakefield, England

In 2009, Castleford Academy introduced Accelerated Reader (AR) and Star Reading to their secondary school. Thirteen years later, both reading support programmes are still going strong in the school. Furthermore, in March 2022, we discovered that Castleford Academy had completed over 22,406 Accelerated Reader quizzes over the last eighteen months - the most out of all AR user schools in Wakefield!


Nearpod: Making Lesson Planning and Administering, Easy

Secondary School, West Midlands

One secondary school in the West Midlands has seen huge success in both student engagement and tangible progress since using the Nearpod Free Trial.


Logo for Accelerated Reader

Evidence of Support and Intervention with the Complete Literacy Solution

Finham Park 2, Coventry, England

Finham Park 2, part of the Finham Park Multi-Academy Trust,  have been using Accelerated Reader and Star Reading since 2017 to support their reading development strategy across Key-Stage 3 and the transition into Key-Stage 4. In addition, in 2020, the school implemented myON the Digital Library, from Renaissance to support reading engagement for all students while learning at home. Since then the school has continued to utilise The Complete Literacy Solution to support classroom-based learning.


Nearpod: A one-stop-shop for meeting or lesson planning needs.

Priory Primary School, Dudley, England

Priory Primary School have signed up for the Nearpod Free Trial, giving them full access to the learning management system for the whole spring term. We spoke to Computer Lead, Ryan Adams, to determine what the school was expecting from the Nearpod Trial and whether the Neaprod has met their expectations. 


Logo for Accelerated Reader

St Oliver Post Primary School: Reading for Well-being

St Oliver Post Primary, County Meath, Ireland

In St Oliver Post Primary, County Meath, Ireland, reading is an integral part of the school's core strategies. They drove their literary vision to promote positive mental health and wellbeing across the whole school community. The Literacy Coordinator & Assistant Principal, Caroline Lambden, said myON, Accelerated Reader and Star Reading are the main pillars of their literacy plan and they also bolster our wellbeing strategy.



Logo for Accelerated Reader

The Complete Literacy Solution at Kylemore College, Dublin

Kylemore College, Dublin, Ireland

Kylemore College has been using Accelerated Reader and Star Reading since 2010 to promote reading for pleasure and develop reading engagement for all pupils. In 2020, Kylemore College invested in myON, the digital library by Renaissance, to widen access to reading for all pupils throughout an uncertain period of hybrid learning.



Logo for Accelerated Reader

A rejuvenated reading culture leading to Ofsted recognised impact

Davison CE High School for Girls, West Sussex

Davison CE High School for Girls have been using the complete literacy solution from Renaissance Learning UK since 2013. In the 2019/20 academic year, Laylah Moore became the schools permanent LRC manager. Laylah brought with her an aspiration and goal to enhance the school's reading culture and ensure more students are reading for pleasure and academic opportunity in her new role. Since 2013 Davison CE High School for Girls has seen a steady rise in progress 8 scores for mainstream and disadvantaged pupils. Laylah wants to ensure that these high standards are maintained across the school and that all students can access cross-curricular resources confidently by acquiring proficiency in reading.


Logo for Accelerated Reader

A New Strategy To Get Students’ Reading Back On Track

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. 


1 2 3 9