Hednesford Valley High

Hednesford Vallery High School

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Coronavirus (COVID-19) Catch-Up Premium

Covid-19 Catch Up Premium 2020-21

Hednesford Valley High received £37,200 in 3 payments based on 155 planned places.

The aim of this money is to support students t catch up for lost learning caused by the school closure during the pandemic. This is especially important for the most vulnerable and disadvantaged.

School

HVH

Allocated Funding

(Catch Up)

£37,200

Number on roll

180

Allocated Funding

(National Tutoring Programme)

£6,630

% Pupil Premium eligible students

49%

Number in the Sixth Form

20

 

School led tutoring is money received for students eligible for student premium. This is to source the schools tutoring provision for 2021-2022.

Hednesford Valley High is a generic special school and all the students who join the school are below their chronological age in reading and this is the largest barrier to most student’s learning.

The Student Mentor Support Assistant carried out 1:1 reading interventions during the year. There was disruption to the programme due to Covid-19 restrictions.

 

Reading Intervention Programme

Autumn Term

  • 13 students participated in the Autumn reading intervention programme. This ran for a shorter 6 weeks due to Covid restrictions.
  • A specific reading intervention room was used, providing students with a quiet, focused space to work.
  • Students were identified by RGa and the English team following assessment of reading ages using the Salford Reading Scheme test. Those students in Year 7 and reading at 8 years old or under were prioritised for support.
  • This term’s caseload was reduced to year 7 students only due to the Covid-19 pandemic prompting work within student bubbles.

 

Interventions:

  • Students were tested on their reading fluency and accuracy at the start and end of the 6 week scheme using a 3 minute read as a measure of progress. The test sets a target of 200 words at 95% accuracy in 3 minutes.
  • Additional probes were used to assess progress in identifying letter sounds, reading 1-100 High Frequency words and sounding out and blending a range of phonically regular and combined letter sound words in a timed assessment. Each probe sets its own aim rate to work towards.
  • The third element of intervention work was practising reading skills by reading from ‘real’ books of the student’s choice. Students enjoyed this aspect most of all.
  • For the lowest level students, a range of additional resources were used to help build their skills and confidence (e.g. flashcards, sound mats, alphabet picture mats).
  • All 13 students received 2 interventions of 10-15 minutes per week during lesson time. Parent/carer consent was obtained prior to the interventions starting.

Progress:

  • All students enjoyed having the 1:1 support and engaged well in the reading activities.
  • All of the students continued reading support in the spring and summer term having shown that the additional support had enabled them to improve their reading skills.

Results:

In summary, in the first 6 weeks:  

  • Reading Fluency improved on average by 25 words, with the highest increase being 55 words (the range of difference was -11 words to +55 words).
  • At the start of the scheme the average number of words read in 3 minutes was 97 words (the range being from 12 to 270 words).
  • At the end of the scheme the average number of words read in 3 minutes was 122 words (the range being from 12 to 308 words).
  • 11 out of 13 students (84.6%) improved on their reading fluency.
  • 1 student read the same amount of words but decreased in accuracy by 25%.
  • 1 student read 11 less words but increased in their accuracy by 12.2%.

 

  • Reading Accuracy improved on average by 13.1%, with the highest increase being 30.4% (the range of difference was -25% to +30.4%).
  • At the start of the scheme the average accuracy rate of words read in 3 minutes was 64.4% (the range being from 7.1% to 100%).
  • At the end of the scheme the average accuracy rate of words read in 3 minutes was 69.1% (the range being from 0% to 100%).

 

  • 9 out of 13 students (69%) improved on their reading accuracy.
  • 2 students had 4.9% and 4.1% lower reading accuracy but read 15 and 50 more words (had higher fluency).
  • 1 student had 25% lower accuracy but maintained the same level of fluency, reading 12 words.
  • 1 student maintained 100% accuracy and also became more fluent, reading 24 more words.

 

Achievement of Aim Rates:

Fluency:

  • At the start of the scheme 2 students achieved the fluency aim rate of 200 words + in 3 minutes, exceeding it by 46 and 70 words.
  • At the end of the scheme 3 students had achieved the fluency aim rate of 200 words+ in 3 minutes, exceeding it by 22 to 108 words (67 words on average).

 

Accuracy:

  • At the start of the scheme 2 students achieved the accuracy aim rate of 95% (accuracy of words read in 3 minutes). They exceeded it by 2.7% and 5% (3.8% on average).
  • At the end of the scheme 5 students achieved the accuracy aim rate of 95% exceeding it by 1.8% to 5.0% (3.2% on average).
  • At the end of the scheme 1 student achieved both fluency and accuracy aim rates.

Parents/Carers Involvement:

  • At the end of the programme students and their parents/carers were given feedback about their progress and students were awarded a certificate of achievement for their hard work. Parents/carers were also asked for feedback about how they felt the programme had benefited their child.
  • As of 14/12/20: 5 out of 13 parent/carers had returned comment slips. (Returns were requested by 16/12/20. Due to unplanned school closure on 15/12/20, the remaining feedback will be collated in January).

All 5 parents/carers (100%) that have responded initially, indicated that the reading intervention had made a difference to their child’s reading.

4 parents provided comments:

  • ‘X loves reading and is very pleased with how she has progressed as are we.’
  • ‘I have seen a definite improvement in X’s understanding and he has gained confidence.’
  • ‘The more practice and support X gets with his reading, the better.’
  • ‘X shows some improvement in her reading and she looks forward to the intervention lesson.’

 

Spring & Summer Term 2020/21

  • 14 students participated in the 14 week reading intervention programme split over the Spring 2 and Summer Terms.
  • The programme was unable to run for the Spring 1 term due to Covid-19 lockdown but extra time was given in the Summer term as other group projects were unable to run this year due to Covid-19 restrictions.
  • A specific reading intervention room was used for the interventions providing students with a quiet, focused space to work.
  • Students who were identified by RGa and the English team in the Autumn term as needing additional support, continued with the programme in the Spring and Summer. Students built on the work they had achieved in the Autumn.
  • An additional student started the programme in May, having transferred across to the school from elsewhere.

 

Interventions:

  • Intervention students were again tested on their reading fluency and accuracy at the start and end of the programme, using a 3 minute read as a measure of progress. The test sets a target of 200 words at 95% accuracy in 3 minutes.
  • Additional probes were used to assess continued progress in identifying letter sounds, reading 1-100 High Frequency Words and sounding out and blending a range of phonically regular and combined letter sound words in a timed assessment. Each probe sets its own aim rate to work towards.
  • The third element of intervention work was again practising reading skills by reading from ‘real’ books of the student’s choice. Students continued to enjoy this aspect most of all, with some advancing onto chapter books that they had never before had the confidence to read.
  • For the lowest level students a range of additional resources were used to help build their skills and confidence (e.g. flashcards, sound mats, alphabet picture mats).
  • 12 students received 2 interventions of 10-15 minutes per week during lesson time. The 2 more able students in the group received 1 session per week.

Progress:

  • All students again enjoyed having the 1:1 support and engaged well in the reading activities. Please refer to Student Progress Summary for individual progress made and suggested areas to work on.
  • All of the students will continue reading within their class lessons and be encouraged to continue reading at home.
  • Information was given to all students at the end of the programme regarding the local libraries ‘Summer Reading Challenge’ to encourage continued reading over the school holiday.

Results:

  • Please refer to results tables: 3 Minute Read (Fluency and Accuracy test) and Probe test outcomes. Also see ‘Salford Reading Age’ results.

 

In summary, in 14 weeks:   

  • Reading Fluency improved on average by 13 words, with the highest increase being 48 words (the range of difference was -16 words to +48 words).
  • At the start of the scheme the average number of words read in 3 minutes was 86 words (the range being from 0 to 237 words).
  • At the end of the scheme the average number of words read in 3 minutes was 99 words (the range being from 17 to 284 words).

 

  • Reading Accuracy improved on average by 14%, with the highest increase being +35.2% (the range of difference was no change to +35.2%).
  • At the start of the scheme the average accuracy rate of words read in 3 minutes was 56.5% (the range being from 0% to 98.7%).
  • At the end of the scheme the average accuracy rate of words read in 3 minutes was 70.6% (the range being from 26.3% to 100%).

Achievement of Aim Rates:

  • At the start of the scheme 3 students achieved the fluency aim rate of 200 words + in 3 minutes, exceeding it by 5, 15 and 37 words.
  • At the end of the scheme 2 students achieved the fluency aim rate of 200 words+ in 3 minutes, exceeding it by 5 to 84 words.
  • At the start of the scheme 2 students achieved the accuracy aim rate of 95% (of words read in 3 minutes), exceeding it by 1.5% and 3.7%.
  • At the end of the scheme 4 students achieved the accuracy aim rate of 95% (of words read in 3 minutes), exceeding it by 1.2%, 2% and 5%.
  • At the end of the scheme 2 students achieved both fluency and accuracy aim rates.

Salford Reading Age

  • All year 7 students were assessed on their reading age in October 2020 and again, using the same assessment method, in July 2021.
  • The average reading age of students in the intervention group was 6 years and 6 months in October’ 21, ranging from under 4 years 5 months to 8 years 2 months.
  • By July’ 21 the average reading age remained at 6 years and 6 months but the range had extended from under 4 years 5 moths to 9 years.
  • The average increase in reading age of students in the intervention group was 7.8 months. The increase ranged from +1 month to + 2 years and 5 months.
  • There were 5 students who still read below an age of 4 years and 5 months on their re-test but who saw improvement in the number of words they could read. This improvement averaged at 3.4 words (ranging from + 1 word to + 7 words improvement).

Parents/Carers Involvement:

  • At the end of the second phase of the programme students and their parents/carers were again given feedback about their progress and students were awarded a certificate of achievement for their hard work. Parents/carers were also asked for feedback about how they felt the programme had benefited their child.
  • As of 19/7/21: 5 out of 14 parent/carers had returned comment slips.

All 5 parents/carers (100%) indicated that the reading intervention had made a difference to their child’s reading.

The following comments were received:

‘X is starting to get more confident with reading.’

‘Really pleased so far with the progress he has made. Thank you.’

‘Not making as many mistakes with certain words.’

‘X is reading well. Learning words.’