After starting Sparx Reader, what did Yavneh's teachers learn about their pupils' reading habits?

• Sparx Reader is useful for seeing where students are not meeting expectations in terms of effort and concentration, as well as highlighting pupils who are genuinely struggling.
• Staff are having lots of conversations with students about their free reading material and reading level because that information has been easily surfaced for them.
• Sparx Reader revealed that many students were skim-reading, and not really digesting or focusing. Sparx Reader forces meaningful reading; they have to read slowly to get points.
• Natasha Gonella, Head of English and the Sparx Reader Lead, noticed that the pupils found the Sparx Reader questions hard at first, which turned out to be because many of them were constantly trying to find ways around reading, but now they realise they have to read more carefully. There are no quick wins or short cuts!

Staff are having lots of conversations with students about their free reading material and reading level because that information has been easily surfaced for them.

How do teachers provide support for students with low accuracy or who are struggling to complete their reading?

• Every week, Natasha holds a 30 minute, after-school catch up session in the library.
• If a pupil has two consecutive weeks of poor hw completion (under 75% completion), then they are put into this after-school session (which is akin to a detention).
• The school wants this 'detention' to be a meaningful opportunity for teachers to speak to students, and for it to feel connected to their reading homework (and its importance), which is why it is held in the library.
• During these sessions, two teachers circulate and talk to the pupils; staff see it as an opportunity for even more visibility of their pupils' reading habits. Seeing them read (both silently and out loud) and answer questions 'live' is a hugely insightful and illuminating experience for teachers, and this is a space where genuine struggle can be identified and acted on.
• Some students are anxious about reading aloud to their teachers, even in this safe context, so teachers will often read the first few sections aloud before the students then feel comfortable to do so themselves.
• About five students with repeated low accuracy scores were coming to this session every week and after some time several of them mentioned that they had started liking their books; they had persevered and were starting to see that they could be successful readers! Natasha noted that their accuracy levels had increased as a result.
• Access to the activity timeline, combined with insights from the after school sessions, has given staff the know-how to navigate some complex parental complaints, one of which alleged that catch-up was 'punishment for being poor at reading'. By explaining to parents that incomplete homework and low accuracy scores do not mean a student is a weak reader, staff are able to allay these very real concerns and show parents how they are using these after-school sessions to improve pupils' concentration, confidence, perseverance and attention.

About five students with repeated low accuracy scores were coming to this session every week and after some time several of them mentioned that they had started liking their books; they had persevered and were starting to see that they could be successful readers! Natasha noted that their accuracy levels had increased as a result.

What are Yavneh College's top tips for an effective launch of Sparx Reader?

• Yavneh books 'reading meetings' with parents of Y7 and Y8 pupils in early September; there is capacity for 50 or so parents from each year group to attend these meetings. The central aim is to smoothen the transition between primary and secondary reading instruction by giving parents a full run-down of what will, practically, be different as their child moves into KS3.
• This includes talking to parents about how the world of primary reading logs will shift to that of Sparx Reader at secondary level. They give parents lots of actionable advice, such as to sit with their child as they embark on Sparx Reader at the start, offering encouragement and helping them to be resilient in the face of struggle.
• To reduce inconsistencies going forward, teachers will be encouraged to use the hand in page much more frequently as those that did so saw better turn in rates; last year, many more 100% completion certificates were given in classes where teachers had been monitoring their pupils using the hand in page.
• Natasha sends home this email when pupils achieve 100% completion: I am delighted to inform you that 'student' has been awarded a Sparx reader award for completing 100% of their reading homework tasks this half term. Please share the attached certificate with him. [Student] has shown diligence in completing his home learning tasks and is making a real effort in English. I hope [student] continues with the progress he is making.
• One of the core messages given to pupils (and parents) is that Sparx Reader develops important GCSE reading skills, particularly because of the high reading age of GCSE materials, and the demands of the tasks associated with such reading. Natasha frames it as 'a long game' to her KS3 pupils.

One of the core messages given to pupils (and parents) is that Sparx Reader develops important GCSE reading skills, particularly because of the high reading age of GCSE materials, and the demands of the tasks associated with such reading. Natasha frames it as ‘a long game’ to her KS3 pupils.