| Annual Report 2010-11 “…81% of formerly illiterate children aged between five and six have been able to catch up with their classmates after completing the Reading Recovery programme, which provides daily one-to-one lessons with a specially trained teacher.” “As a result of early intervention over 2,300 children were removed through the Special Educational Needs register and nearly 150 children could be identified early as requiring formal assessment.” “For economically disadvantage children, despite being twice as likely to be identified as needing Reading Recovery intervention (nearly half the cohort), the gap between them and their peers was almost closed, with 78% reaching age related expectations for literacy and 83% of their more advantaged peers.” “In terms of gender differences, although boys were twice as likely to be amongst the lowest achieving identified for Reading Recovery, they caught up at the same rate as girls, with 79% of boys and 83% of girls.” “Impressively more than four out of five children who achieved accelerated progress in Reading Recovery, attained National Curriculum level two or above in reading in their Key Stage One National Assessments.” “Children whose first language was not English were actually more successful than their English first language peers this year Every Child a Reader 2010-11 “In total 28,123 received additional literacy support as part of Every Child a Reader (ECaR) in 2010-11. Of these 21038 were identified as the lowest attaining and received the most intensive intervention, Reading Recovery.” “A further 7,085 children benefited from a range of lighter touch literacy interventions.” “These children (i.e. those on Reading Recovery programmes) gained on average 24 months in reading age within 18 weeks of teaching, lifting them from being non-readers to age appropriate levels of literacy.” “Five out of six children (84%), who achieved accelerated progress in Reading Recovery, attained National Curriculum Level Two or above in reading and two out of three children (67%) attained National Curriculum Level Two or above in writing.” “Experienced teachers are also likely to have a greater impact on literacy across the school than teachers just starting in ECaR.” | 