Innovative reading intervention having a real impact in classrooms

An independent evaluation shows that the SHINE-backed reading programme Are You Really Reading? is helping primary school children – especially those from disadvantaged backgrounds – make strong progress in reading.

The longer pupils took part in the programme, the better they performed, the ImpactEd evaluation found.

The programme, developed by the Three Saints Academy Trust, aims to help pupils improve their reading ability as they progress through primary and secondary school

It uses modern tools like hashtags and emojis to help pupils engage with and understand texts more deeply.

The study followed 1,588 pupils from 38 schools, grouped by how long they took part in the programme.

Impact highlights

• Pupils who spent 3 years in the programme showed the most improvement in reading.

• • The number of pupils reading below expected levels dropped from 36% to just 7%.
  • Those reading above expected levels increased from 16% to 39%.
  • Not a single pupil in the 3-year group saw their reading level drop.

• No matter how long they were on the programme, pupils made progress in reading.
• Results showed statistically significant changes in all cohorts.

ImpactEd’s report stated: “These findings confirm consistent, directional improvement in student attainment.”

Maddy Barnes, project lead, was delighted with the findings of this latest evaluation.

“It is wonderful and so rewarding to know that AYRR is having a real impact in classrooms for staff and their pupils/students,” she said.

“Over the past 4 years, we have collected a wide array of both adult and pupil/student voice about AYRR and how it has an impact on standards and attitudes to reading,” she added.

“We have collected case studies and testimonials where individual schools have shared examples from their settings. All of this evidence has been pivotal when scaling up the project as we quickly recognised that credibility from existing schools is one of the most powerful tools we can use.

“However, being externally evaluated by ImpactEd has added a different form of being ‘rubber stamped.’

“The data has shown that all pupils/students make progress when using AYRR yet those who make the most progress are the schools who have been using the programme the longest.”

Fiona Spellman, CEO of SHINE, said: “At SHINE we have always been committed to data and evidence to help understand what works most effectively. We are delighted to see these results from Are You Really Reading? Which proves what’s possible when inspirational teachers get the support they need.”

The next stage of the evaluation will look at the impact of the programme on secondary school students.

Early data from Turton High School in Bolton is encouraging. The school used AYYR as an intervention for its lowest-ability readers. Children in Year 7 made 18 months’ progress, those in Year 8 have progressed by 14 months and Year 9 children have made 13 months’ progress.

“We are excited to see what phase 2 of our external evaluation tells us,” Maddy said.

“Do pupils who have AYRR at primary school make more progress in year 7 compared to those who have not had AYRR? As we scale up further, it is important that we have both externally evaluated data alongside anecdotal teacher and pupil/student voice.

“In years 1-4 we have scaled up significantly to ensure that AYRR works in as many different settings as we can. The numbers of schools; staff and pupils/students is significant.”

AYRR is now being used in 156 primary schools and 13 secondaries across the North West, with a focus on Bolton, Liverpool, Knowsley, Sefton and West Lancashire.

So far, more than 46,100 children have benefitted from the programme, and 2,164 staff have been trained to use it.

Looking ahead, future plans include developing an AYRR website, partnering with a university to advance research on the programme’s impact, and expanding the reach of the programme beyond the North West region.