Reading Culture 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.
Guston Church of England Primary School, Kent
Guston Church of England Primary School has been using The Complete Literacy Solution from Renaissance since July 2021. In October 2021, the school received a 'Good' Ofsted Inspection report with specific recognition for their reading development strategy. Literacy Coordinator, Jonathan Wells writes about how Accelerated Reader and Star Reading have supported the school maintain a successful culture of reading for all pupils which have since been acknowledged by Ofsted.
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.
Q3 Academy Langley, Oldbury
Mickleton Primary School, Gloucestershire
Allendale Primary School, Northumberland
Allendale Primary School has been using Renaissance solutions since 2016 when they first took part in the Education Endowment Foundation's trial of Accelerated Reader. The trial's objective was to analyse the impact that Accelerated Reader had on pupils' reading engagement and development.
Five years on, Allendale Primary School continue to enjoy the benefits of Accelerated Reader and Star Reading for their pupils' reading enjoyment. Headteacher Alison Hawkins explains why the school opted to take part in the EEF trial with Accelerated Reader. She outlines why Accelerated Reader is as crucial to the school's reading development strategy now as it was five years ago.
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.
Christ the Redeemer Primary School, Belfast, Northern Ireland
Christ the Redeemer School have been using Renaissance solutions for over a decade. In the midst of a global pandemic with schools across Northern Ireland being forced to partially close their doors to pupils, the school continue to maintain high levels of reading engagement and staff have managed to avoid seeing too big of a drop in learning based on recent assessment data. The school even faced an inspection at the halfway point of the pandemic and were still able to produce an accurate and detailed analysis of their pupils' progress and subsequent teaching strategies to support those who had dropped off in both reading and mathematics.
GEMS FirstPoint, Dubai, UAE
We spoke to the Head of English at GEMS FirstPoint School, Dubai, about how Renaissance solutions maintain high levels of reading engagement and proficiency for all pupils.
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.