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Subject

  • Behaviour interventions
  • Classroom management
  • Early childhood
  • Health and prevention
  • Home-school partnerships
  • Literacy (Reading)
  • Literacy (Writing)
  • Mathematics
  • Music
  • School reform
  • Science
  • Social and emotional learning
  • Speaking and listening
  • Teaching and learning

Key Stage

  • All
  • Foundation Stage
  • Key Stage 1
  • Key Stage 2
  • Key Stage 3
  • Key Stage 4
  • Post 16

Practice

  • Behaviour interventions
  • Collaborative learning
  • Digital technology
  • Early years interventions
  • Extended school time
  • Feedback
  • Individualised instruction
  • Mastery learning
  • Mentoring
  • Meta-cognition and self-regulation
  • One-to-one tuition
  • Oral language interventions
  • Parental involvement
  • Peer tutoring
  • Phonics
  • Reading comprehension strategies
  • Small group tuition
  • Social and emotional aspects of learning
  • Sports participation
  • Summer schools
  • Teaching assistants

Targeted Group

  • At-risk pupils
  • Behavioural difficulties
  • Boys
  • Dyslexic pupils
  • EAL pupils
  • Low-achieving pupils
  • Pupil premium children
  • SEN children
  • Speech, language and communication needs
  • Struggling readers

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Success For All Literacy
 Literacy (Reading)  | School reform  | Phonics  | Collaborative learning  | Struggling readers   | Foundation Stage | Key Stage 1 | Key Stage 2

Overview

Success for All (SFA)ģ is a whole-school programme which provides extensive staff training and materials to improve all aspects of school organisation and functioning but with the spotlight on literacy. The focus is on early and intensive intervention to detect and resolve reading problems as early as possible. In the foundation stage, the programme provides a whole day theme-based curriculum focusing on language and literacy development. In years 1 to 6, children are placed in ability groups across years for daily 90-minute reading lessons. These lessons follow a set structure, are fast-paced and emphasise cooperative learning, phonics and metacognitive skills. Children are formally assessed every eight weeks and reading groups adjusted accordingly. Trained teaching assistants can also act as reading lesson teachers to enable smaller group sizes. Additionally, pupils identified as struggling readers receive daily twenty minute one-to-one tutoring sessions from a trained teacher or teaching assistant, utilising the class materials and teaching additional metacognitive skills. Priority is given to Year 1 pupils to target struggling readers as early as possible and thereby prevent the need for later remediation. The Success for All programme also involves establishing a Family Support Team, which is designed to work with parents to help ensure their childís success. The Team (comprised of a Headteacher or deputy, facilitator, learning mentors and sometimes a school governor) aims to raise attendance, reduce lateness and promote parental involvement.

Evidence Summary   |

The Best Evidence Encyclopaedia (2009) rated Success For All Literacy as having strong evidence of effectiveness for beginning reading and struggling readers, and moderate effectiveness for pupils with English as an Additional Language. The What Works Clearinghouse (2008) found Success For All Literacy to have positive effects on alphabetics, mixed effects for comprehension, and potentially positive effects on general reading achievement. The Blueprints For Healthy Youth Development review rates Success For All Literacy as a promising programme for impact on academic performance. Social Programs That Work (2008) identified Success For All Literacy as meeting the Top Tier evidence standard for K-12 (primary) education, highlighting as a key finding an improvement in school-wide reading ability in second grade (Year 3) of 25-30% of a grade-level, three years after random assignment. The Education Endowment Foundation recently ran a project which found that Success For All Literacy had some impact on Key Stage 1 literacy.