All posts filed under: Training

Life after School . . . Diary of a Trainer

Here’s an update from our lead trainer, Alison Rounce (@ali_rounce) on the many changes she has been dealing with since joining us. By the way, we’re recruiting . . . Gosh! What a year! There is no denying that this has been one of the the strangest and most challenging times that I have encountered in my lifetime. I am lucky: I have not been touched personally by the tragedy brought to so many by COVID-19. We’ve had our challenges; both of my parents have been hospitalised for a short time, during the height of the COVID ‘waves’ and we’ve had to sit, phone in pocket, waiting for calls, waiting for details, waiting for confirmation, waiting to be told that we can collect and bring them home where we can keep them safe. For many of us, ‘home learning’ with our own children has been something to contend with. Don’t get me wrong, I have enjoyed the time with my kids: overall, we’ve had a blast. But I now have a full understanding of why …

How to get long-term benefit from your tutoring funding

Lockdown has undoubtedly set back many children’s education, but without doubt the most seriously affected are those who were furthest behind to begin with. Many of these students were separated from the support that they needed when schools were forced to partially close. Now, the question is how they can catch up quickly. The most important skill for accessing the curriculum is reading. Ensuring that all students read with sufficient accuracy and fluency is key to them leaving school with the benefit of a good education. Anything less makes them vulnerable throughout life, not just for their GCSEs. The government has announced a national tutoring fund, essentially re-allocating the former Year 7 catch-up fund, and this provides an ideal opportunity for schools to set up effective one-to-one reading tutoring. Unfortunately, part of the government approach has been to provide one to two weeks’ training for tutors who are then thrust into schools and will, unfortunately learn (or struggle) on the job. We have to remember that students who are furthest behind will have the most …

Six Reasons Not to Work With Us (yet)

You may be surprised to find that we don’t always work with every school that asks us. Or, to put it another way, we work with schools to find out how we can help – and if we don’t think you need us, we’ll tell you. We follow a collaborative process that is designed to save time and money, while putting in place sound, cost-effective practice. Here are six reasons why we’ll recommend that you don’t set up Thinking Reading in your school – or at least, not yet: You don’t have enough children reading more than three years behind. Before schools set up Thinking Reading, we work with them to put assessment systems in place that will allow them to match students with the right kinds of interventions. If you have very few students reading three or more years behind, you don’t need the Thinking Reading intervention. Students up to three years behind can be taught successfully in pairs or groups, and we’ll recommend strategies and programmes that you can use to support them. …

Assessment – The Bridge Over the Reading Gap revisited (Part 1)

Following up the long list of questions from our researched Home presentation on 30 April 2020, we are providing more detailed answers in a series of short blogs about different aspects of the topic. Assessment What tests should be used to identify students with reading difficulties? The first principle is that no one test will give us all the information that we need. We recommend at least three tiers of screening to identify students in need of intervention. In the first tier, all students in the cohort should sit a standardised test of reading, to ensure that no one ‘falls through the cracks’. At secondary school, this test needs to be normed up to at least 16 years, be suitable for administration to groups, and contain both a comprehension and decoding element. That leaves only a few tests. We usually recommend the New Group Reading Test, because of the ease of administration and its broad statistical base. Many UK schools have a licence to access the entire GL Assessment Bank, including the NGRT. The purpose …

When ‘near enough’ is not good enough

There is a tremendous amount of potential in education research. Sadly, this potential is largely untapped because teachers are not taught this material systematically. As a result, they have to find it out for themselves – if they do at all. However, just knowing about the research is not enough. To make those research findings pay off in children’s lives, we need to be really good at implementation: knowing about which elements of any given setting need to be aligned, and then ensuring that they do align. A good example is the ground-breaking study by Vellutino and colleagues from 1996. David Kilpatrick references this study in the inaugural Reading League Journal, and we also mention it in our book. Briefly, this study showed that, with systematic, explicit instruction by highly trained staff, the number of students with reading difficulties in a US school district could be reduced by 95% in 25 weeks. Kilpatrick’s point is that, despite the inspiration and hope that these findings offered, the results were not duplicated in many of the schools …

Sympathy is no substitute for effective teaching

Why being sympathetic doesn’t cut it as a reading teacher The first rule of effective teaching of reading is: they don’t need our sympathy. Quite the reverse. An attitude of sympathy for ‘poor Johnny’ or ‘poor Jemima’ makes them feel like a lesser person. It cements the messages of failure that they’ve internalised over years at school. Poor Johnny.  He just can’t. . .  He doesn’t need us to feel sorry for him. He needs us to teach him those basic skills, that no one else has managed. Secondly, sympathy doesn’t change the situation. It’s a substitute for effective action. It means that we’re prepared to accept the status quo and satisfied with feeling sorry for the student. After all, if the teaching is effective and the student is learning, there isn’t any reason for us to feel sorry for them. This is NOT to say that empathy doesn’t matter. It’s important to understand how students feel about school, about learning, about reading, about themselves. But that is quite a different thing from feeling sorry …

The Re-Education of Alison Rounce

We have been privileged to have the enormously talented Alison Rounce (@ali_rounce) working with us in the north-east of England. We asked her to write about her journey, and this is the result: Making a career change when you absolutely love your job . . . was not a headline I came across when exploring career options away from the classroom. I wasn’t ticking many of the career change boxes. Feeling unfulfilled? No. Hate getting up for work in the mornings? Nope. Wishing the minutes away until home time? Not that either. I am one (of so many of us) that finds teenagers a joy: vital, raw, challenging. Being trusted with their education is a privilege beyond measure. Yet, as my children started their education, I started to think of my job quite differently. I became far more conscious of how precious children’s time is. Far more conscious of the importance of every decision we make for them, now and in the long term. I started to question my own classroom practice and discovered the …

From novice to expert: seven signs your school is dealing with reading effectively

The focus is changing! It’s exciting to see the shift in attitude and intent towards teaching struggling readers at secondary school. When we started blogging on this subject six years ago (Why is there a reading problem in secondary schools? – 25 January 2014), it would be fair to say that in secondary schools and on social media, this was a topic of little interest to all but a few. The prevailing attitude was about compensating for reading difficulties and having lowered expectations, rather than teaching effectively to overcome these completely. In many cases, we encountered a complete denial of the scope of the problem (Addicted to Denial? – 6 February 2016). Where once this was seen as an area firmly in the province of SEN (The natural home for reading interventions (and it’s not SEN) – 28 June 2015), now many English Departments are grasping the nettle and taking responsibility (Te Wero – The Challenge – 28 June 2015). And thankfully, there is now an increasing acknowledgement that this is an area that calls …

Reading Intervention That Gets Striking Results

We often find ourselves answering questions about the striking results that Thinking Reading students achieve. Teachers are used to seeing modest outcomes at best from reading interventions, so responses range from surprise to scepticism. This is a short explanation that outlines ten reasons why Thinking Reading has the impact that it does.   1. Grounded in the research Thinking Reading is grounded in principles developed through empirical research, built on detailed theoretical work and rigorously field-tested in the real world. Lesson content and instruction is based on four key approaches: Engelmann’s Direct Instruction, Precision Teaching, Linguistic Phonics and Applied Behaviour Analysis. Read more here . . . 2. Whole school strategy We know that secondary schools are complex organisations. We work with every school’s leadership to ensure that systems, polices and culture are aligned, so that classroom practice, screening, and intervention give all students access to reading success. Read more here . . . 3. Thorough screening We apply three tiers of screening to ensure that only students who really need intervention get it – and …

Help Us Make Change Happen

Things are getting busy around here. We need some help as the number of schools we are working with across the UK has doubled in the last year. Our aim is to reach every secondary school that has students who still can’t read, so we have a lot of work to do. We are looking for people to help us with training schools in the use of our programme and the principles that underpin it. It’s transformative work, inspiring and challenging. It requires a mind that can quickly see the big picture, and one that can pay attention to small but significant details. It requires quiet confidence, steely determination, kindness and discernment. If you’re interested in working with us, you need to have experience working in middle or senior leadership at secondary school, excellent communication skills, and be very organised. It goes without saying that your reading and writing skills will be superb. If this sounds like you, get in touch! We have opportunities for flexible working, with negotiable starting dates, across the UK. We’d love …