Case studies

Improving self-esteem and motivation with Literacy Progress Units

Background

Marie Reeve, Key Stage 3 English Consultant in Sefton LEA describes how one school has used the Literacy Progress Units to the benefit of both pupils and teachers.

St Ambrose Barlow High School in Netherton is a small mixed 11-16 comprehensive with 470 pupils on roll. The school is located in Sefton LEA, an authority in Merseyside, stretching from the resort of Southport in the north to the inner city area of Bootle in the south. The school is an Excellence in Cities school as part of an EAZ (Education Action Zone) and staff strive to raise the attainment levels of its pupils, many of whom enter secondary school with levels below those expected of eleven year olds.

How the Literacy Progress Units fit in with the school priorities

The Literacy Progress Units were recognised by the school as high quality materials that could be used to develop the literacy skills of its lower attaining pupils. It was decided that the school had the capacity to target pupils who were assessed as higher Level 3s for additional tuition in small groups. Raw scores from Key Stage 2 SATs and teacher assessments were used to identify those who would benefit from initial modules.