Chapter One Impact Report 2023-24 - Flipbook - Page 26
SHE HAS CLOSED THE GAP RAPIDLY COMPARED TO THOSE CHILDREN NOT ACCESSING
CHAPTER ONE. SHE WAS WORKING 18 MONTHS BEHIND WHEREAS NOW SHE IS ON TRACK TO
MEET THE STANDARD BY THE END OF THE KEY STAGE.
- Teacher, Carcroft Primary School, Doncaster
CHILDREN ARE BETTER READERS
The numbers tell a powerful story of progress: on average,
children progressed by 3.2 reading levels during the year, moving
from level 2.87 to 6.08 (Chapter One has 9 reading levels).
In practice, this might mean that a child who was reading at level 1 at
the start of the programme was able to read very short stories with
simple sounds. At the end of the programme, having reached level 4,
this same child would be reading longer, more complex texts, with
more groups of sounds.
This progress was consistent across all groups, showing the
programme's broad impact:
Year 1 pupils progressed by 3.37 levels on average
Year 2 pupils increased by 3.20 levels
Year 3 pupils moved up by 2.83 levels
Children receiving pupil premium support made significant
gains (3.10 levels), though slightly less than their non-pupil
premium peers (3.30 levels)
Most importantly, we're helping close the reading gap. At the start
of the school year, 50% of children were not on track to meet
reading standards. By the end, 75% were meeting or exceeding
expectations*.
Our data also shows a significant transformation in children's
reading skills, with an average 31% increase in reading knowledge
and functional skills across all participants*. Both Year 1 and Year 2
pupils made significant improvements in functional skills but Year 1
tended to make even more progress than Year 2.
Examples of these increases in functional skills included:
Recognition of sight words increased by 33%
Ability to read simple sentences grew by 34%
Linking sounds and letters to decode words rose by 32%
Self-correction skills increased by 42%
Across our stakeholders, 88% of teachers, 80% of volunteers and
85% of parents reported children were better readers after
participating in the programme.
*based on a subgroup of children (n = 526) in Years 1 and 2 only,
assessed by a randomised sample of teachers at the start and end
of the programme
2023-24 Impact Report: The Impact
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