Reading Support

West Kirby School has dedicated Reading support members of staff, Mrs Abernethy and our school Librarian Miss Dennis, who work with pupils and teaching staff across the school. 
All pupils are assessed using Renaissance Star Assessments on entry to the school within the 8 week induction period and assigned a ZPD (Zone Approximal Development) which is an indication of reading age. Renaissance Star Reading assessments provide us with accurate, actionable data about what our students know and what they are ready to learn next. This informs planning and teaching through a personalised learning plan for each student, helping to inform next teaching steps for the classroom setting. More information can be found on the Renaissance website here. 
Books within the library and school are colour coded accordingly and students are encouraged to read within their ZPD band to maximise progress. 
All pupils are re-assessed every term, producing reliable data showing progress made by each student, if they are on track to meet expected standards in the learning pathway and where required implementing interventions.
We utilise the Renaissance 'Accelerated Reader' programme which is an excellent tool for monitoring and managing independent reading practice, motivating your students to read for pleasure. This can be assessed by our students within school or at home. A comprehensive set of reports reveals how much a student has been reading, at what level of complexity, and how well they have understood what they have read. Vocabulary growth and literacy skills are also measured, giving teachers insight into how well students have responded to reading schemes and class instruction.
Individualised assessment and support 
West Kirby School Reading support also use IDL, traditionally a Dyslexia assessment tool.
IDL combines a multi-sensory, structured approach with an accessible, stress-free user method. Multi-sensory approaches are effective because they address key areas, commonly associated with dyslexic-type difficulties. These relate to processing and retention of information.
This is useful in identifying reading or spelling difficulties for our young people and highlighting disparities between cognitive ability and reading/spelling. Again, outcomes inform teaching and learning strategies for our young people. 
More information and useful videos can be found here.