Your SlideShare is downloading. ×
Creating a Reading culture at the City of London Academy
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.

Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Creating a Reading culture at the City of London Academy


Published on

Published in: Education, Health & Medicine
1 Like
  • Be the first to comment

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide
  • What is a LP. How we were selected. Our role. I have been coming to conferences since 1985- many familiar faces who have probably heard all about what I do already and you all probably do many similar things in your schools.
  • Transcript

    • 1. Creating a reading culture at the City of London Academy Laura Taylor, Librarian Miles Ridley, Senco Academies Lead Practitioners
    • 2.  
    • 3. 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
    • 4.  
    • 5.  
    • 6.  
    • 7.
      • 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
      • meals
      • 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.
    • 8. 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%)
    • 9. 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%
    • 10. Libraries and SEN
    • 11. 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
    • 12.
      • 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
      • (Ruth Miskin)
    • 13. Possible SEN/AEN
      • Literacy – dyslexia, reading, writing, spelling
      • Numeracy – dyscalculia, mental maths
      • English as an additional language
      • Physical disability – cerebral palsy, muscular dystrophy, diplegia, fine/gross motor skills (post operative), epilepsy,
      • Communication/Behavioural – ADHD, ASD, EBD, conduct disorder, dyspraxia, SEN related behaviour difficulties
      • Hearing impairment – hearing aid users and others
      • Visual impairment
      • Speech and language communication problems
      • Developmental delay
      • 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
    • 14. 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!”
    • 15.
      • 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?
      • Anyone?”
    • 16. 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.
    • 17. 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
    • 18.
      • Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them
    • 19. 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.
    • 20. 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.
    • 21.  
    • 22.  
    • 23.  
    • 24. Literacy Programme at CoLA
      • Ruth Miskin’s ReadWrite Inc.
      • synthetic phonics
      • Dedicated/trained dyslexia teacher + 1 experienced LSA
      • Identify in Year 7 (or earlier!)
      • NfER Group Reading Online assessment.
      • Set into 4 ability groupings
      • Daily 1 hour group
      • 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.
    • 25. 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
    • 26. Working with SEN Dept
      • Student library assistants
      • Greenaway shadowing :visits to local primaries
      • Differentiated texts
      • Broad range of resources at all levels
      • Enlarged texts from RNIB and
      • LSAs working with students in the library
      • Star Reader quizzes
      • Cartoon workshops
      • Reading Buddies
      • Southwark Book Award- Voicethread
    • 27.  
    • 28.  
    • 29.  
    • 30. Reading Buddies
    • 31. http:// /
    • 32.
      • Teachers’ comments
      • “ 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”
    • 33.
      • “ 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.”
    • 34. Accelerated Reader
      • “ Gets students motivated about books”
      • “ Reading for fun”
      • “ improves students’ critical-thinking and comprehension skills”
      • “ guides students to appropriate books”
    • 35. May 2008 Students in 7B have passed over 100 quizzes. Well done!
    • 36. Bookweeks
      • Booksales
      • Authors, poets, storytellers, cartoonists
      • Competitions
      • High profile event across the school
      • Big Read
    • 37. Other national events/initiatives
      • Roald Dahl Day
      • National Poetry Day
      • Black History Month
      • Swap a Book Day
      • World Book Day
      • Reading Champions
      • PLRS
    • 38. Clubs/Groups
      • Joint staff and 6 th Form group
      • Carnegie
      • Manga
      • Debating Society
      • Writing group
      • Theatre trips
      • Spelling Bee
    • 39. http://
    • 41. “ 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’
    • 42. You can’t do it on your own Work in partnership