Whole-school strategy to improve pupils’ reading skills
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Information about the school/provider
Ysgol Bro Preseli is a Welsh-medium school for pupils aged 3–19, with 932 pupils, which is located in Crymych. Six point nine per cent (6.9%) of pupils are eligible for free school meals (FSM) and the school serves a wide rural area. The school benefits from extensive community facilities, including a language centre, theatre, public library and sports facilities, and pupils are encouraged to join the community library which is located on the school grounds.
Context and background to the practice
The school has developed a clear vision, “O’r Gwreiddiau i’r Gorwelion”, (“From Roots to Horizon”) which informs all aspects of school life. The leadership structure includes the headteacher, deputy headteachers, the senior leadership team and leaders of stages, skills, areas of learning and subjects. This leadership ensures coherent continuation and transition between the primary and secondary sectors.
In the last inspection, it was identified that the school’s strategic leadership and successful whole-school strategy to strengthen literacy, particularly reading, are a strength. This is done by planning a cohesive curriculum with the aim of ensuring that pupils make good progress and thrive socially and academically. It was also identified that the school responds sensitively to the effect of rural poverty through effective well-being provision and positive working relationships between staff and pupils.
Description of the nature of the strategy or activity identified as effective or innovative practice
The school has implemented a whole-school literacy strategy, developed over a five-year period. The strategy is based on:
- co-operation with parents
- whole-school strategies
- purposeful interventions
- systematic priorities
- innovating to nurture a robust culture of literacy and reading
Reading begins at a very early stage with Welsh phonics schemes and, later, English phonics programmes, which support the acquisition of English skills and enables staff to monitor progress regularly. The school ensures a wide variety of books to meet the needs and interests of all learners. The primary sector benefit from a comprehensive library, while secondary pupils have access to the libraries of the Welsh and English departments. A whole-school digital platform is used to record the texts/books read by pupils at school and at home.
A culture of reading is developed through various initiatives, including a weekly reading club led by the sixth form in the primary sector, book exchange campaigns, ‘readathons’ and creative literacy and reading activities. There is a weekly peer scheme between Year 7 and Year 12 pupils, with a focus on developing reading comprehension skills. Purposeful support is provided for parents, particularly non-Welsh-speaking parents, on how to support reading at home.
To promote independent reading, teacher-led reading takes place regularly, with whole class novels covering a wide range of themes. Agreed whole-school reading methods and strategies are used to ensure pupils’ focus and readiness. There are regular opportunities for group reading and mutual reading, with a focus on expanding vocabulary, understanding and enjoyment. Developing higher-order reading skills is a whole-school priority, with each area of learning and experience including tasks that strengthen summarising, comparing, combining, interpreting and evaluation skills.
For pupils with lower reading skills, additional support is provided through interventions and various reading development programmes, which provide opportunities to tailor interventions and respond directly to learners’ difficulties. Effective cluster co-operation strengthens this work, including ‘llafar llawen’ days to develop oracy, discuss novels, develop joint reading strategies and work with the Languages, Literacy and Communication working group.
The literacy co-ordinator works with the co-ordinators of the areas of learning and experiences and subject leaders to plan purposeful and effective opportunities to develop higher-order reading skills. This year, the school is trialling plant to promote interest and enjoyment in reading through reading schemes created by two Welsh universities. Working with a number of external partners, along with purposeful investment in professional learning for staff and teachers, reinforces Ysgol Bro Preseli’s commitment to developing reading across the school.
What impact has this work had on provision and learners’ standards and/or their families?
This co-ordinated work has led to significant improvements in pupils’ standards of reading, fluency, confidence and understanding. Clear progress has been seen in pupils’ enthusiasm and participation in literacy discussions, along with higher quality in their oracy and analytical skills. The strong partnership between the home and school has fostered positive attitudes towards reading and strengthened family engagement.
The variety of reading experiences, from targeted interventions to innovative work with universities, has transformed the attitudes, confidence and independence of pupils and staff. As a result, pupils show progress in their literacy skills, understanding and enjoyment of reading across the curriculum.