Chris Ratcliffe, Head of Education at Scholastic, Lucy Neath, Trust Reading Lead, Mowbray Education Trust
At CST’s 2023 Annual Conference in October, Scholastic launched a two-year study to see whether schools that work together in trusts have a more coherent, better researched and evidence-based reading policy with stronger outcomes than schools that are not part of trusts.
A dozen CST member trusts have already signed up to the study, which begins with the completion of Scholastic’s Reading Audit - a comprehensive pedagogic tool designed to challenge and support the teaching and learning of reading in schools and trusts.
Following the audit, Scholastic’s independent literacy experts analyse the results and feed these back to schools with their recommendations on areas of improvement. Separately, trusts can receive a summary of the teaching of reading for each school in the trust, which aggregates the data from the school audits into one strategic report highlighting where they are performing well, and opportunities for development.
The audit is accompanied by Scholastic’s Reading Charter, which is backed by the International Literacy Centre at the Institute for Education, part of University College London. Schools will therefore receive a Scholastic Reading Charter certificate – if they satisfy the requirements.
Mowbray Education Trust, an eight-school trust in Leicestershire, undertook the Scholastic Reading Audit during the autumn term and is now implementing changes after receiving the findings.
Lucy Neath, Trust Leading Read at Mowbray shares some of the practical ways this is supporting the trust.
Simple and easy to complete
Firstly, – and this is important – the Reading Audit was so straightforward and simple to complete. Initially we took the decision to audit four primary schools, with secondary to follow later this academic year. As Trust Reading Lead, I booked in appointments with each school headteacher in the first two weeks of term. Each head and reading lead completed the audit together. We encouraged openness and transparency – and it was really well received – we found that our schools were keen on the Scholastic Reading Charter certificate that could be awarded at the end, subject to fulfilling the criteria.
Identifying areas for development
I was amazed at the amount of detail the report went into, but the trust summary report provided everything on one page. In particular, reciprocal reading was highlighted as ‘red’ across our four schools. Schools are not clear what reciprocal reading is, and even more experienced teachers are not confident in implementing it. We know, however, that reciprocal reading is one of the most successful reading strategies in schools. Other areas in ‘amber’ were assessment; consistency of approach; interventions, especially making sure they are there for challenging more able pupils and are tailored; and libraries. Not all our schools have a staffed library, and we can do more to celebrate and reward reading.
Focusing on teacher Continuing Professional Development (CPD)
The audit was invaluable to get a clear understanding of what is happening across each setting and has helped to structure our direction and growth of reading as a trust. It is promoting the sharing of good practice between schools and colleagues, as well as shaping what our collective CPD needs are. In particular, we have used the reading audit as a starting agenda for network meetings, and schools are now pairing up on reciprocal reading and other development areas highlighted. We are also looking at shared training and CPD requirements, either from school or year group perspectives.
Supporting our ambition
Our goal is to have everyone reading at their chronological age, to leave school equipped with the skills to survive and thrive, and within this, develop a reading for pleasure culture. Whilst we can’t control pleasure, we can control approaches to reading. I am meeting our executive headteacher after Christmas to look at reading priorities, and Scholastic will join us again in January to advise further on reciprocal reading. Whilst this is different for primary and secondary, we will be developing a strategy to include reciprocal reading at secondary. Our plan is to also share resources, which the geographical proximity of our schools allows.
Top tips for other trusts
Patience is key. When there is something you feel passionate about you tend to try to do everything immediately. However, it is better to drip feed, establish and implement fully, so that all staff are confident in teaching reading. Use people in the trust to deliver training and make sure that trust CPD sessions are using the same methods taught together at the same time. I wholeheartedly recommend the Scholastic Reading Audit, especially to anyone who has responsibility for reading in their schools.
To take part in this study, which is free of charge, the first step is to get in touch with Chris Ratcliffe at cratcliffe@scholastic.co.uk.
The CST Blog welcomes perspectives from a diverse range of guest contributors. The opinions expressed in blogs are the views of the author(s), and should not be read as CST guidance or CST’s position.
