Reception teacher Jo Bailey...
- Education Professionals
A look at the findings of a major piece of qualitative research commissioned by the DCSF in 2006. What are the reasons for underachievement at KS2 and KS3 English, and what can be done to help?
Little Ilford School in east London took part in the research. With high levels of English as an additional language, literacy has a very high priority at the school. Slow-moving pupils are identified early on in KS3 and targeted with a range of interventions including reading in small groups and one-to-one sessions with experienced staff.
Using the results of the DCSF research, this programme looks to reveal why some pupils who achieve Level 4 at KS2 do not progress to Level 5 at KS3.
Part of the series: Portraits of Progress