Early interventions enable students to make good progress in English and Maths and, ultimately, across the curriculum. The Learning Support Department provides intervention sessions and support to students before, during and after school in conjunction with the support provided by parents to enable a holistic approach where possible.
All students in year 7 complete a reading assessment on Sparx Reader. This will provide the school with a score that indicates the child’s reading age and a standardised score. Standardised tests measure your child’s achievement compared to other children in all schools at the same class or age level. A standardised score of 100 is considered as average, with anything above this being above average and anything below this being below average. This data, in conjunction with KS2 data and professional judgement, is used to highlight any student who may need some form of literacy support. Students are grouped according to their standardised scores, and this information is shared with staff so that they are fully aware of students who need support and monitoring. We then use a Diagnostic Reading Analysis assessment, which is carried out 1:1 with those students who have been highlighted as needing support. The Diagnostic Reading Analysis looks more in depth at reading accuracy, reading speed, comprehension, comprehension processing speed and single word reading. This 1:1 test allows the assessor the opportunity to analyse a students’ reading ability, including their phonic knowledge and skills. 1:1 reading support can be tailored and focused on the outcomes of the analysis assessment.
This determines the support that students are offered: either reading, comprehension or a combination of these.Our support is given in a tiered format. The table below shows what we offer. Support is given based on individual need.
| Who | Scores | Offer |
| Red | Standardised score of 84 or below. | – Small group sessions once a week (or once a fortnight for Key Stage 4).
– 1-1 reading 2 X20 mins sessions weekly – Sparx Reader access. – In class support |
| Amber | Standardised score of 85 – 90 | – 1-1 reading or comprehension
2X 20 mins weekly – Sparx Reader access. – In class support |
| Green | Standardised score of 91 or above | – Sparx Reader access.
– Monitoring by class teacher. |
We believe that every teacher is a teacher of literacy and we empower teachers and TAs to know as much as they can about literacy needs and the best ways to support these students. Staff also use their professional judgement to determine students who need support. One of the recommendations of the Education Endowment Foundation is that high quality literacy interventions should be provided to students who are struggling. They recommend proactive support, particularly in Year 7.
| Standard Score (Range) | Descriptive Label |
| 131 or more | Well Above Average |
| 116 – 130 | Above Average |
| 111 – 115 | High Average |
| 90 – 110 | Mid Average |
| 85 – 89 | Low Average |
| 70 – 84 | Below Average |
| 69 or less | Well Below Average |
At the end of Year 9, students also complete a Sparx Reader assessment. This allows progress to be monitored and also identifies any students who may have fallen behind with their literacy progress since the initial Year 7 assessment. Following discussion with English teachers, we establish any students who may need support as they move into Year 10.
Once students have been identified as needing literacy support, we use the Diagnostic Reading Analysis to establish particular areas of need. These assessments inform what support is offered.
Students in KS3 who receive literacy support do so either once a week in small groups to work on comprehension skills or twice a week for twenty minutes for 1:1 reading support. The taught sessions are planned with a focus on COPS (Capitals, Organisation, Punctuation and Spelling) and lesson content is taken from a range of subjects across the curriculum, especially English, RE, Geography and History, with a focus on comprehension and vocabulary. This gives context to the teaching of literacy skills and allows pupils to see how they can apply literacy across their learning. It also means that there is often pre or post-teaching in literacy lessons. Students have reported enjoying going into a lesson and already having covered something similar in literacy, as this allows them to feel more confident and better able to participate in lessons.
Staff work hard to personalise learning experiences to develop students’ interest and ability level, in order to maximise pupil progress. We use professional reports such as speech and language and dyslexia reports to guide our provision.
Students are engaged with texts which are often linked to other areas of their curriculum. We encourage students to read and listen to stories. Exposing students to language in as many different formats as we can encourages vocabulary development. We encourage students to try, even if this means making mistakes, both in their reading and writing.
We also aim to develop students’ social and communication skills through small group work. Building on students’ current levels, no matter what they are, helps to build confidence and self-belief, something that is important to our whole school community.
Some students have an average, or above average, reading age but require support with spelling. This is done in larger groups during the first 10 minutes of English lessons for each year group from Year 7-10. We currently use the Catch Up Your Code programme in these sessions, which is a phonics programme aimed at students aged 7-14 who have gaps in their phonic knowledge, along with revisiting spelling rules and reading short passages to support vocabulary enhancement. This allows students to revisit phonics and think about how this knowledge helps with spelling. We also focus on spelling strategies and learning the spellings of key words that students will need for GCSE subjects. Year 11 students receive spelling support through in-class TA support across the curriculum.
| Who | Scores | Offer |
| Red | Standardised score of 84 or below. | – Small group spelling intervention sessions for first 10 minutes of every English lesson.
– In class support by teachers and TAs. |
| Amber | Standardised score of 85 – 90 | – In class support and monitoring by class teachers and TAs. |
| Green | Standardised score of 91 or above | – Monitoring by class teacher. |
We rolled out use of Sparx Reader to Years 7-11 in September 2025. Students in Years 7-9 complete their English reading homework through this programme and students in Years 10-11 can access their set GCSE texts for English through this, as a means of revision. Struggling readers in these years are provided with access to ‘Easy Reader’ versions of set texts on Sparx Reader. Teachers and TAs support students with using Sparx Reader, especially those students who may struggle to do so otherwise. Support sessions are run at lunch times and during form times for those students who struggle to access Sparx Reader at home.
The HLTA for literacy also monitors progress within lessons to analyse how students are implementing the strategies taught across the curriculum. This link between literacy intervention and the rest of the curriculum is particularly helpful for our students as they progress to GCSE courses.
We use the GL Rapid Dyslexia Screener in school. This is done following a referral from parents or staff. Following the assessment, parents and students are given feedback. The support we offer these students is the same whether they decide to pursue a formal diagnosis of Dyslexia or not. We support parents to find an assessor if this is something they want to do. Once a student has been assessed, whether this be a literacy assessment or a dyslexia screener, strategies are shared with staff who work with the student. The HLTA for Literacy also checks in with these students and their parents to establish what support is needed and to update them on progress.
To aid staff referrals for literacy support, there are Age Related Expectations for Year 7 and 9. These include expectations for each strand (reading, writing, speaking and listening, spelling). This is used in conjunction with the normal SEND referral forms in school.
Students who are new to the school at any point in the year also complete a literacy assessment on Sparx Reader. This allows us to see what, if any, support is needed. It also gives staff access to reading scores for each student so that they can tailor their lessons and support.
Students who receive literacy support are formally assessed four times a year, this is done by using the Sparx Reader assessment, or the Vernon Spelling Test for those students who solely receive spelling support. Throughout the year progress is measured in a variety of ways. During literacy sessions we use the same metacognition feedback that students are used to across the curriculum, enabling them to learn from their mistakes and develop their understanding of literacy techniques. Live feedback is regularly used to promote understanding and progress in addition to memory building strategies which are crucial to enabling progress in literacy. Regular reading and questioning in lessons also allows assessment of these skills and informs future planning. Discussions with staff, particularly English teachers, are also helpful in assessing progress from the start of the year to the end.
Oracy is a central pillar of the whole school curriculum, enabling students to articulate ideas confidently, listen critically, and participate meaningfully in academic and wider social contexts. We explicitly teach and value spoken language through structured discussion, debate, and performance, recognising that strong oracy underpins reading, writing, and overall attainment. Oracy is formally assessed in English in Key Stage 3, beginning in Year 7 through the Shakespeare’s World and Works unit, where students complete a spoken group performance that develops collaborative talk, interpretation, and presentation skills. In Year 8, oracy is assessed through The Power of the Spoken Word unit, in which students deliver an individual speech on a topic they feel passionate about, fostering voice, persuasion, and personal expression. Oracy is then formally assessed in Key Stage 4 at the end of Year 10 as students complete the Spoken Language component of their GCSE. These formal assessment opportunities, alongside consistently high-quality oracy practice embedded in everyday lessons, enable class teachers of all subjects to identify students who are not yet meeting the expected standard and to make appropriate referrals for targeted support. Staff are able to refer students to a weekly conversation club where students can participate in activities that are aimed at developing communication skills in a nurturing environment.
The Literacy curriculum encompasses all areas of Catholic Social Teaching. In itself, it aims to support students who need to improve their literacy skills and reading, with the aim of reducing the achievement gap between students, ensuring that all students are equipped to succeed to the best of their ability. We teach literacy skills through other subject areas, including English, Geography, History and RE. The content of these subjects allows us to teach students about other cultures, religions and viewpoints, aiming to make students well-rounded, knowledgeable individuals who are curious about the world around them.
The aim of our literacy curriculum is to ensure that all students are able to access the whole curriculum, especially by the time they reach GCSE level. Literacy support across school is led by a Higher Level Teaching Assistant and supported by a team of Teaching Assistants who build strong relationships with these students.
| Year 7 | Year 8 | Year 9 |
| English – Myths and Legends | English – Dystopian Fiction | English – Art of the Story |
| RE – Creation | Geography – Rainforests | English – Different Styles of Writing |
| History – Battle of Hastings | English – A Christmas Carol | English – Poetry |
| English – Gothic Fiction | History – Suffragettes | Geography – Rivers |
| English – Poetry | English – Poetry | History – Prohibition |
| History – Battle of Bosworth | History – World War II | Geography – Tourism |
| Geography – Atlas/Map Skills | RE – Miracles of Jesus | RE – Miracles of Jesus |
| RE – Knowing God’s Character | English – Different Writing Styles | English – Much Ado About Nothing |
| English – Shakespeare | Geography/History – Migration | English – Language Techniques |
| Geography – India | English – The Tempest | |
| History – Tudor Punishments | History – D Day | |
| History – Guy Fawkes | ||
| RE – Holy Spirit | ||
| Geography/RE – Diwali |
Literacy support is an important part of transition from Key Stage 2 to 3 for those students who need it. We focus on building on what they already know and continuing to develop this knowledge and these skills, whilst also introducing the Key Stage 3 curriculum in an accessible way. This support also allows students, many of whom may struggle with transition, to build strong, positive relationships with staff who will support them throughout their time at school.
As we follow the curriculums of other subjects, we build students’ knowledge as they move from Key Stage 3 into 4. In Year 9, we start to focus more on the literacy skills that students will need to succeed in GCSE English, which allows a lot of practise and preparation. Students can also access support in Year 10 and 11 with a main focus on GCSE English.
Literacy is crucial for career success because it underpins essential skills like communication, critical thinking, and problem-solving. The delivery of a literacy curriculum specifically for those students who need it is an important aspect of ensuring that our students are ready to be well-rounded, successful citizens in the world.
