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What was planned?

The school aims to raise literacy by meeting the individual needs of its students and choosing the right literacy 'mix' for each pupil.                                                   

What was done and when?

The school's programme includes a wide range of activities to promote literacy; in school, out of school and in the library. These activities include:

• An Early Bird Club in the library for 30 minutes before school, with 20-30 students from all years completing homework, using computers, reading books or playing educational games involving the librarian and a Learning Support Assistant
• Targeted support for a small group in literacy and numeracy after school from 3.10-4pm with an additional Learning Assistant
• A Big Lunch Study Club for students in Years 10 and 11 for revision, homework, projects, independent research
• A half-day per week of literacy support by students from Staffordshire University
• Special trips to local sites of interest for regular library users
• An Annual Book Week, with visits from authors or reading/writing workshops in the Library each day.

What has the impact been?

A personal profile of a Pupil's Progress

Primary school records showed that his reading skills were causing concern. Slow progress had been recorded over the years. Throughout there were references to his lack of confidence and his reluctance to work at home. He has a younger brother with a higher reading ability. 

An intervention plan was agreed with the educational psychologist. A Learning Support Assistant, working voluntarily, agreed to implement a daily reading programme and designed a star chart to encourage self-esteem. He had one assisted lesson a week to help with reading and phonic skills. 

The pupil's mother also said:

"At Brownhills they are giving him confidence. He is beginning to believe that he can do it. This is helping how he feels about himself".

What was learnt and what were the next steps?

Two Learning Support Assistants (LSA) at Brownhills have studied for the City and Guilds 'Certificate of Learning Support'. The programme has involved providing evidence of competence in fifteen skills, and designing and carrying out a project relevant to the school's needs.  One LSA designed a maths game ('Let's Have Fun with Times Tables') which is now played at the school's Early Bird Club and at lunchtimes; the other did a project on behaviour management.