Aim: To improve literacy through extension and enthusiasm beyond the curriculum.

Background: The school had a falling roll and the recruitment of more primary pupils was vital. In the past the school had had some negative perceptions of education and English. It was felt necessary to combat these attitudes and win pupils’ and the public’s hearts and minds.

Method: A literacy festival for primaries, Year 7 and the wider community was held, together with literacy trips for Years 7-9. A planned literacy trip in conjunction with feeder primaries did not go ahead due to clashes with primary commitments.

Year 10s took part in a Literacy Leaders scheme and visited primary schools to support young readers, but due to commitments to GCSE courses, KS4 pupils had to retire.

10 Year 6 pupils were interviewed about their literacy skills in an attitudinal questionnaire, along with the administration of a writing MOT. They were tracked through Years 7 and 8.

Meetings were held at primary schools to discuss Fearns Community staff teaching there. Fearns staff observed at primaries and a reciprocal invitation was made.

Evidence: Staff and pupil questionnaires, attendance at events.

Impact: Attitudinal questionnaires of pupils and staff indicated improved attitudes to and perceptions of English. The Literacy Leaders role grew in popularity and by 2013/14 was oversubscribed. Literacy Leaders helped Teaching Assistants to run a weekly reading club, Reading Rocks, which was well attended, and pupils who were not targeted were keen to join to read for pleasure.

Improved comprehension skills – the percentage of pupils with comprehension ages below chronological age has now dropped:

  • Year 7 – 39%
  • Year 8 – 43%
  • Year 9 – 56%

The profile of literacy events was raised by local press, and the literacy picnic, now a staple of the school calendar, saw its highest attendance in 2013 with over 200 Year 5 pupils attending. The provisional Year 7 intake was raised – it was 42% higher in 2014 than in 2013.

Reflections: As Literacy Co-Ordinator, I have learned that engagement and enthusiasm have clear links to academic success and attainment: pupils who are motivated and enjoy learning are far more likely to succeed.

We faced challenges such as pupil and parental apathy. This is why I decided to focus on engagement of the community as well as of pupils. The main challenge we faced in terms of Literacy Leaders was getting them involved in primary school activities, because logistically organising visits is problematic.Additionally the pressure upon our pupils meant that it would be better to choose Literacy Leaders who are in Year 9 so that they are mature and responsible but not studying for GCSEs.

Contact: Rebecca Roach, Literacy Co-Ordinator

Website: http://www.fearns.lancs.sch.uk/