Keeping students motivated to read from home with Accelerated Reader!

Casterton College, Rutland

Talking Points: Assessment, Celebration, Data, Independent Reading, Intervention, Motivation, Progress, Progress Monitoring, Reading At Home, Reading for Pleasure, Staff Engagement, Staff Workload, Word Millionaires

Jumeirah English Speaking School, Dubai

Jumeirah English Speaking School, Dubai

Accelerated Reader and Star Reading have had a massive impact.

Talking Points: Assessment, Data, Data Review, Incentives, Independent Reading, Intervention, Library Use, Motivation, Progress, Progress Monitoring, Pupil Progress, Reading Culture, Reading for Pleasure, Staff Engagement, Staff Workload, Student Engagement, Whole-School Literacy

British School of Bahrain

British School of Bahrain, Bahrain

The overall impact of Accelerated Reader and Star Reading on our school has been strong and positive.

Talking Points: Assessment, Data, Incentives, Independent Reading, Intervention, Motivation, Progress, Progress Monitoring, Reading At Home, Reading Culture, Staff Engagement, Staff Workload, Student Engagement, Whole-School Literacy

Using Focus Skills to ensure understanding and mastery

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.

Talking Points: Assessment, Celebration, Data, Data Review, EAL, Incentives, Independent Reading, Intervention, Library Use, Motivation, Progress, Progress Monitoring, Reading Culture, Reading for Pleasure, Staff Engagement, Staff Workload, Student Engagement, Target Setting

A noticeable new reading culture

Dunstone Primary School, Plymouth

We spoke to Teaching Assistant (TA), Sally Geary, who has been with the school for twelve years. Sally was only recently appointed the primary contact for Accelerated Reader since January 2019. With the help of a team of dedicated TAs, Sally oversees the daily maintenance and effective administration of the Accelerated Reader and Star Reading programmes. The team have one goal, to help nurture a love of reading for all pupils. 

Talking Points: Assessment, Celebration, Data, Data Review, Incentives, Intervention, Library Use, Motivation, Parents, Progress, Progress Monitoring, Pupil Progress, Reading Age, Reading At Home, Reading Culture, Reading for Pleasure, SATs, Student Engagement, Target Setting, Whole-School Literacy

The Trust with the new Reading and Assessment Strategy

Chiltern Learning Trust, Bedfordshire

Seven schools across the Chiltern Learning Trust use Renaissance solutions. We spoke to Nicola Hickton, Associate Assistant Head and Director of Standards for English in the trust, and Klaudia Jablonska, Literacy Lead at Putteridge High School. They shared their experiences and how Accelerated Reader and Star Reading are used both within the school and across the trust as a whole.

Talking Points: Assessment, Data, EAL, Equality, Independent Reading, Intervention, Motivation, Progress, Progress Monitoring, Pupil Progress, Staff Engagement, Student Engagement

“Children are talking about the books they love.”

St Joseph’s Primary School, Greenock, Scotland

St Joseph’s Primary School in Greenock, Inverclyde, is a small school with about 150 pupils on roll. Mark Deegan is the school’s Depute Headteacher, and we spoke to him about the difference he’s seen at St Joseph’s since Accelerated Reader was introduced.

Talking Points: Celebration, Comprehension, Data, Library Use, Motivation, Progress, Progress Monitoring, Reading Culture, Reading for Pleasure

How Star helped us become a full primary school

Southtown Primary School, Great Yarmouth

Southtown Primary School in Great Yarmouth, Norfolk, has around 220 pupils from Reception through to Year 6. Solely an infant school in previous years, they got their first intake of KS2 students in 2014. Here, Susan Miles, Deputy Headteacher, shares how the school uses Renaissance Star Assessments™ and how it helped them transition into a full primary school.

Talking Points: Data, EAL, Progress, Progress Monitoring, Pupil Progress

Our search for a reliable assessment brought us to Star Reading

Ivybridge Primary School, Isleworth

Talking Points: Assessment, Attainment, Progress, Progress Monitoring, SATs

Assessment made easy at Manor Leas Junior Academy

by Chelsea Sandbrook, Assistant Head Teacher

Manor Leas Junior Academy is a large Junior (KS2 only) school in Lincoln, aiming to provide pupils with an innovative curriculum to engage them in their learning. They recently became a Master School - an award celebrating best-practices in reading engagement. Chelsea Sandbrook, Assistant Head Teacher at the school, shares her experience of tracking and monitoring pupil progress over the years.

Talking Points: Achievement, Assessment, Data, Data Review, Intervention, Leadership, Progress, Progress Monitoring, Pupil Progress, Reporting, SATs, SEN, Staff Engagement, Staff Workload, Student Engagement