The David Ross Education Trust

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Havelock Academy

Our goal is to provide excellent opportunities in an open, positive and purposeful climate for all to achieve excellence, become lifelong learners and responsible, successful, well rounded citizens.

 

Reading 

Our goal is for every child to be able to read at an age-appropriate level, with fluency and without barriers, to ensure that they can access the full curriculum and experience the joy of being able to read for pleasure. This strategy is designed to support and challenge students of all reading abilities, with a particular focus on closing gaps in chronological reading age. On average, 70% of students join Havelock Academy with a reading age deficit, so it is imperative we act to support students to become fluent and confident readers. 

This is a school-specific appendix to the DRET Literacy Policy.  It will evidence the strategies in place for pupils to help them read under the three main categories below: 

  • Reading Culture 
  • Reading in Subject 
  • Reading Intervention  

 

Reading Culture 

As with all secondary schools in DRET, we use DRET Reads at Havelock Academy as a daily tutor read aloud programme for pupils to access a canon of high quality, highly challenging texts which are read to them daily.   

The profile of our cohort at Havelock Academy means some of our children are unlikely to be able to access some of the texts that we might consider important cultural capital for our children. For example, Great Expectations or I am Malala (both have a reading age of 13). Nationally 25% of 15 year olds have a reading age of below 12, so many of our pupils couldn’t easily access these books independently. 

Dickens wrote Great Expectations and other novels as an important comment on society: the books were not meant to be exclusive. By reading these books aloud we allow all our children in. We shoulder the burden of the fluency and pronunciation and intonation and grammar, and we open the door. 

Our book list for DRET Reads is as follows: 

Year 7 

Iliad and Odyssey 

Asha and the Spirit Bird 

A Kestrel for a Knave 

Noughts and Crosses 

No Ballet shoes in Syria 

Mythos 

Year 8 

I am Malala 

The Hobbit 

The Giver 

The Book Thief 

Great Expectations 

Becoming 

Year 9 

Purple Hibiscus 

Lord of the Flies 

All Quiet on the Western Front 

Touching the Void 

The Tenant of Wildfell Hall 

 

Year 10 

Circe 

The Life of Pi 

Things Fall Apart 

Rebecca 

The Great Gatsby 

The Hitchhiker’s guide to the Galaxy 

Year 11/12 

The Silk Roads 

Brave New World 

The Grapes of Wrath 

1984 

The Midnight Library 

Prisoners of Geography 

 

As well as DRET Reads, at Havelock Academy we make extensive use of the student learning centre (library) which is open during break and lunchtimes. Book selections and displays are regularly updated by the dedicated academy reading lead. Termly library lessons are also built into English lesson also give students further encouragement to choose new and challenging reading material. 

Promoting the importance of reading is also built into the wider fabric of school life. At Havelock Academy, age-appropriate table-top articles are updated by staff and placed around the communal areas for students to engage with at break and lunchtimes. This is further supported by our annual prize giving in which students are awarded a book chosen and donated by key stakeholders. These strategies ensure our whole school community are sharing the same messages regarding the importance of reading for pleasure. 

 

Reading in Subject 

Disciplinary literacy underpins all aspects of the curriculum at Havelock, with dedicated CPD built in each year focused around the EEF literacy strands, including reading fluency. All staff understand the importance of pre-teaching tier 2 and tier 3 vocabulary to aid reading fluency, and this is embedded by heads of subjects in both their long- and short-term planning and can be seen in displays in each classroom across the academy. These strategies are regularly quality assured by the school literacy lead and Vice Principal both of whom conduct regular learning walks.  

As a whole-school expectation, staff are instructed to read all texts to students to model reading fluency. Students follow the text with their rulers and are frequently asked about the content they are reading to assess comprehension and any gaps in vocabulary knowledge or cultural capital.  

Here, our heads of subject outline how they approach reading texts within their subjects: 

English:  

  • The English curriculum is filled with a wide range of texts, including plays, poetry and novels (which are largely taken from the literary canon) to ensure that students are exposed to texts written by important and influential writers. We are currently building more non-fiction in to give them access to a wider range of ideas and perspectives. 
  • The way that the text is scaffolded will be different for each class. All students are taught key full texts, and we use extract booklets to focus in on key extracts. There is pre teaching of vocabulary to ensure that students can engage with the texts. 
  • We are currently building tier 2 and tier 3 vocabulary and definitions into our schemes of learning to ensure that these are taught and used in context. Rooms have word walls, and students have knowledge organisers with key vocabulary outlined. 

Geography:  

  • In geography, most of the text/information we read in lesson are provided through the trust wide curriculum.  At the end of the booklets for each topic we provide extracts for additional reading for students to engage with. 
  • In lessons, when booklet reading is taking place, learners are asked to ruler read whilst also annotating and taking the notes that the teacher is making. When teachers identify a new concept or a concept/word learners may struggle with, teachers add annotations to the words, writing the definition of the word or why it has been used given the context of what is being discussed. 
  • At the start of each lesson, where a new key word is being introduced, learners are shown the word and introduced to the origins of the word. After this, learners join the teacher in choral repetition of the word being used in sentences, demonstrating the use of the word in different circumstances. 

History:  

  • In history students across all year groups are provided with a range of text-types such as extracts, articles, and primary sources. These articles are provided in booklets. 
  • Students use their knowledge organisers to also provide overview of core knowledge. Lengthier texts are chunked into manageable paragraphs. Students are also given the opportunity to categorise information into ‘knowledge wardrobes’ to build their schemata and recognise how different texts are interlinked. 
  • When teaching vocabulary explicitly, students are exposed to reciprocal reading, choral repetition and have opportunities to embed key terms into a sentence. 

 

Mathematics:  

  • The maths department have now started to focus on decoding exam problems.  Staff are consciously thinking about the process they go through to decode a problem so we can effectively model this to students. Strategies such as identifying and defining key words, tracking/revealing/answering one line of the question at a time at paramount to reading in mathematics. 
  • As a natural biproduct of the subject, there are limited opportunities to model worded problems. Therefore, the department is introduced short, end of topic ‘quizzes’ which are self-assessed. These will always contain worded questions as well as fluency questions. This idea is multi-faceted. As well as increasing student exposure to such problems, the teacher modelling that facilitates self-assessment meaning that students are exposed to successful approaches too. Embedding such opportunities more frequently in our assessment cycle should increase their prominence in general lessons.  
  • With regards to tier 3 vocabulary, we have identified five key terms per unit per year group. These are displayed in classrooms and have recently been provided to students in the form of ‘glossary sheets.’ The expectation is for students to have these on their desks during every lesson.  

 

Science:  

  • In all science lessons key tier 2 and tier 3 vocabulary are outlined in booklets at the top of the page for each lesson. Staff signpost students to these and select a maximum of five key words which we write on our larger boards to explicitly pre teach.  
  • There is also common tier 2 and tier 3 vocabulary on displays in the rooms. We have a lesson in the booklets in year 7 which explicitly teaches pupils about prefixes and suffixes and staff will break down words when we teach them. e.g. chloro means green which links to chlorophyll - a green pigment and chlorine produces a green gas.   

 

MFL:  

  • In French lessons staff use the knowledge organisers to share key vocabulary. The knowledge organiser is placed under the visualiser; the teacher has a ruler and carefully models pronunciation. Students use their ruler to read and practise regular choral repetition.  
  • Students are also encouraged to use their knowledge organiser like a mini dictionary, so they are regularly encountering important vocabulary. Longer texts are usually read together with conversation about key points.  

 

In addition to our reading provision within the classroom, we have introduced a new reading-based homework policy to further expose students to wider reading not readily available at home. Students are presented with an article relating to a topic studied in the curriculum: in addition to breakdowns of tier 2 and tier 3 vocabulary, students must answer comprehension questions to demonstrate an understanding of the text. All answers (and vocabulary) are then addressed and discussed during the lesson.  

 

Reading Interventions 

Every child is assessed with NGRT (GL assessment) termly. This data is analysed and some pupils will have follow up assessments to determine/diagnose barriers to their reading to inform interventions. 

Generally, students will be categorised as follows: 

Wave 1: Standardised score 115+ = These students will enjoy universal approaches to reading support through our reading culture strategy and our reading in subject strategy.  They are unlikely to need further intervention but will continue to be tested termly. 

Wave 2: Standardised score 85-115 = These students will receive intervention using Lexonik Advance in small mentoring groups: 

Total number of students in KS3: 

Term 1 

Term 2 

Term 3 

Number of staff trained to deliver this wave 

10 

TBC 

TBC 

Number of students in total requiring intervention in this wave 

350 

TBC 

TBC 

Number of students receiving intervention in this wave 

TBC 

TBC 

TBC 

Wave 3:  Standardised score below 85 = These students will be tested with a further diagnostic test to determine more accurately the barrier to learning.  The student will then  benefit from Read, Write, Inc Fresh according to the needs.  

Total number of students in KS3 

Term 1 

Term 2 

Term 3 

Number of staff trained to deliver this wave 

TBC 

TBC 

Number of students in total requiring intervention in this wave 

104 

TBC 

TBC 

Number of students receiving intervention in this wave 

21* 

TBC 

TBC 

 

*The bottom 10% of each year 7 cohort also benefit from being in small nurture class called the WAVE. They still follow the full national curriculum, but this is scaffolded, and their reading intervention is supported by specialist primary trained staff. Once students achieve a score above 85 on the NGRT testing and/or staff feel they are ready, they are integrated back into mainstream classes. They are heavily supported with this transition by the wider WAVE team and heads of subjects.  

Reading Impact 2022/2023 

Our reading assessment data for 2022/2023 demonstrates significant gains across key stage three because of our reading strategy. We are particularly pleased with the progress our strategies are having on our disadvantaged students. The data is as follows: 

 

Year 7 (December 2022 to June 2023) 

 

% Below April 2023 

% Below Dec 2022 

% improvement 

Year 7 (All) 

54.4% 

63.1% 

+8.7% 

Year 7 (DIS) 

54.1% 

65.8% 

+11.7% 

Year 7 (DIS & SEND) 

72.4% 

75.9% 

+3.5% 

Year 7 (Intervention Wave) 

81.3% 

87.5% 

+6.2% 

 

Year 8 (December 2021 to June 2023) 

 

% Below April 2023 

% Below Dec 2021 

% improvement 

Year 8 (All) 

49.8% 

62.8% 

+13% 

Year 8 (DIS) 

48.1% 

68.9% 

+19.1% 

Year 8 (DIS & SEND) 

63.2% 

78.9% 

+15.7% 

 

Year 9 (December 2020 to June 2023) 

 

% Below April 2023 

% Below Dec 2020 

% improvement 

Year 9 (All) 

49% 

60.4% 

+11.4% 

Year 9 (DIS) 

52.2% 

73.3% 

+21.1% 

Year 9 (DIS & SEND) 

28.6% 

71.4% 

+42.8%