Students with low literacy levels are withdrawn for structured literacy sessions. The reading ages of students are recorded in year 7, through a series of reading tests, and those with lower than average results are placed on a Literacy programme. Students are withdrawn from lessons twice a week in small groups, where the teacher is able to prepare lessons which are appropriate for their reading ability. The number of students in each group is small, between 4 and 6, as this allows the teacher to give support to individual students.
Once a student is identified in Year 7 they tend to continue to receive support until adequate progress is made. We follow schemes of work which are created to teach students basic reading and writing as well as coincide with work they will be expected to do in other subject areas. We use a wide range of teaching resources such as National Literacy Strategy and Literacy Progress Units, as well as computer resources such as Wordshark and Education City. There is also a focus on guided reading within these literacy groups, and we have a vast amount of reading books which are appropriate for varying abilities. Some of our work also aims to encourage students to gain confidence in speaking and listening, so we ask students to give presentations on books we have read and topics that they are interested in.
Students are assessed at the beginning of the literacy and end of the literacy intervention. If a student has made sufficient progress they are able to make the transition back into lessons.
The Petchey Academy offers a personalised educational intervention support for students who have been identified as showing signs of Specific Learning Difficulties (Dyslexia).The academy supports students with an intervention and support plan in order to allow them to progressively support them with their literacy needs. By working with the students on a 1:1 provision or in small groups, the teaching is adapted to the student’s needs and it enables them to grow in confidence. Students also receive support once in KS4 and 5 by benefiting from access arrangements for national exams. Their needs are supported by holistic approach where specialist teachers and teachers work together in meeting the needs of the students with Specific Learning Difficulties.