Creating a Reading culture at the City of London AcademyPresentation Transcript
Creating a reading culture at the City of London Academy Laura Taylor, Librarian Miles Ridley, Senco Academies Lead Practitioners
What is the City of London Academy?
An independent Southwark state school
Opened in temporary accommodation in September 2003 and in new building in September 2005
Sponsored by Corporation of London
A Business and Enterprise and Sports College
Just over 1,000 students with 100 in 6 th form
half the students are of White British heritage, with a wide variety of other ethnic groups represented, including significant proportions of African and Caribbean heritage
A third of students are entitled to free school
one quarter have learning difficulties and/or disabilities, and about 5% have a statement of additional need.
All these proportions are above or well above national averages.
2008 Attainment at Key Stage 3: (Year 7 – 9 / age 11-14)
English 76% Level 5 and above (target 65%)
Science 72% Level 5 and above (target 65%)
Mathematics 74% level 5 and above (target 65%)
2008 attainment at Key Stage 4: GCSEs
5 or more A*-C grade GCSEs 58%
5 A*- C grade GCSEs including English and Mathematics 40%
Libraries and SEN
Keith Stanovich: “read a lot” children read in 2 days what “not a lot” children read in a year! Jim Rose: If the number of words you can read is lower than the number of words you can speak you cannot be educated
English: 44 sounds, 26 letters, 120 graphemes
Spanish: 24 sounds, 26 letters, 29 graphemes
So in Spanish a child can read very quickly by 5. Our language is a nightmare! Complex decoding.
20,000-80,000 everyday spoken words in English but if you don’t or can’t read you don’t build up this vocabulary.
A child must be able to read 100 words a minute at 11 in order to be educated
Communication/Behavioural – ADHD, ASD, EBD, conduct disorder, dyspraxia, SEN related behaviour difficulties
Hearing impairment – hearing aid users and others
Speech and language communication problems
Medical needs – heart and lung problems, cystic fibrosis, bipolar disorder and depression, birth marks, asthma, double incontinence
Social/home difficulties – looked after, fostered/adopted child in need/risk, refugee, child as carer of parent/siblings
Catch them being good!
“ Thank you for putting up your hand, Gordon .”
“ Wen Jiabao , I appreciated you waiting until I finished speaking.”
“ Raul , well done for entering the Library so calmly! And Fidel thank you also for helping your brother!”
Welcome to the library. My name is Ms Dewey. In a minute I would like you all to show your school swipe cards, bar code side up, at the library desk. Except those who had their school photograph taken last week. Don’t do that young man. We need to register each of you before you choose any books. The large books on the right hand side of the third isle in the last section of the library are for reference only so please only use these inside the library. There is a lunch time poetry club every other Tuesday but not when there is another lesson in here. Can you line up in reverse alphabetical order.
Who can remember what we are going to do now?
SEN Code of Practice LEAs, schools, early education settings and those who help them must have regard to it. Special Educational Needs and Disability Act 2001 A stronger right for children with SEN to be educated at a mainstream school.
Inclusion, Rights and Intervention
Pupils with disabilities must not be treated less favourably than others.
All teachers are teachers of pupils with SEN.
Stages of intervention School Action School Action Plus Statement of SEN
Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them
Children have a learning difficulty if they:
a) have a significantly greater difficulty in learning than the majority of children of the same age; or
(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority
(c) are under compulsory school age and fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them.
English as an Additional Language
Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.
Additional 1:1 LSA support using Intervention Booklet resources available for some pupils
Regular assessment (in line with school 5 assessment times)
Expectation of reduction of programme as year progresses for some pupils
Regular link with home.
Literacy Programme progress 1/3 of cohort scored well below average reading age 54% of these improved RA and left programme before end of year 73% of those remaining for whole year improved their RA by at least 16 month (of these 19% by 24 months or twice the time on the programme) 22% pupils of original group recommended for continued support in the Yr 8 programme
Working with SEN Dept
Student library assistants
Greenaway shadowing :visits to local primaries
Broad range of resources at all levels
Enlarged texts from RNIB and
LSAs working with students in the library
Star Reader quizzes
Southwark Book Award- Voicethread
http:// www.southwarkbookaward.org.uk /
“ I thought it was perfect! What a fantastic way to end year 6”
“ Pupils’ reading speed increased with the children trying to outdoing each other”
“ It opened my eyes to the benefits of online blogging and the blog motivated them to read more”
“ I got to read some interesting books and got to know the librarian and teachers. We are really interested in doing some teacher exchange visits for next year”
“ It was great to meet the primary teachers and discuss the children’s reading. They wanted to know about our Year 7 curriculum and I learnt a lot about Year 6 teaching.”
“ It was wonderful. All the children were motivated to read more. We would like to explore video conferencing for next year.”
“ Gets students motivated about books”
“ Reading for fun”
“ improves students’ critical-thinking and comprehension skills”
“ guides students to appropriate books”
May 2008 Students in 7B have passed over 100 quizzes. Well done!
Authors, poets, storytellers, cartoonists
High profile event across the school
Other national events/initiatives
Roald Dahl Day
National Poetry Day
Black History Month
Swap a Book Day
World Book Day
Joint staff and 6 th Form group
SOME READING STARS!
“ No single place at school is more important in developing reading than the school library” (Paul Kropp, The Reading Solution) “My vision of learning for children and young people in the future, has the library, in all its forms, at its heart.” Professor Tim Brighouse The way to get children reading is to leave the library door open and let them read anything and everything they want. ‘Terry Pratchett’