As we approach the new academic year, positive transitions between classes, year groups and educational settings are critical. Ensuring a smooth transition for all students is a complex challenge, particularly for those moving to an entirely new environment. Even high-achieving learners can face difficulties if the curriculum expectations differ significantly, especially for those students moving from Year 6 to secondary school.

Recognising this challenge, The Hazeley Academy has developed robust practices to seamlessly integrate their new cohort of Year 7 students into the school’s literacy programme. To understand their approach, we spoke with School Librarian, Natasha Stevenson, and Director of Literacy, Georgina Stapleton, who shared their insights on supporting students using Accelerated Reader and Star Reading.

A step-by-step introduction to Accelerated Reader and Star Reading

At the core of Hazeley’s literacy strategy is the Accelerated Reader programme. AR is instrumental in maintaining the enthusiasm of students, especially those who have used it before. For these students, the transition is smooth—they can begin quizzing on books they’ve read over the summer right from day one. However, for those unfamiliar with AR, the process is more gradual. During their second library session, students are introduced to AR and the Star Reading assessments, which are crucial in determining their reading levels.

School Librarian, Natasha, highlights the importance of this methodical approach. “We want students to fully understand what the Star test is before they start using AR,” she explains. By guiding students through the system, showing them how to log in, access their progress pages, and track their Zone of Proximal Development (ZPD) and points targets, the academy encourages them to take ownership of their learning. This early nurturing ensures students are matched with the right book at the right time, fostering a positive reading experience from the start.

Comprehensive literacy assessment: A dual approach

The assessment of incoming Year 7 students’ literacy levels at Hazeley is thorough and data-driven. Every student takes a Star Reading test, which provides valuable insights into their comprehension skills. Alongside this, the academy also conducts phonics assessments for students whose SATs scores are below 95. This dual assessment strategy, introduced last year, has proven to be highly effective. “The Star test identifies comprehension issues, while the phonics test detects fluency problems,” Natasha explains. This approach allows for targeted interventions, ensuring that students who need extra support receive it promptly.

The timing of these assessments is also strategic. “Students don’t take the Star test until we’ve had two full weeks with each group in the library. This period allows students to readjust to school life, ensuring the assessments yield accurate results that truly reflect their abilities.”

Data-driven decision-making for tailored support

Once the Star Reading tests are completed, the data is thoroughly analysed by Natasha and Georgina. Their collaboration is crucial in identifying students who require urgent intervention. “I work out who’s at ‘urgent intervention’ and in which areas. This data is then shared across the school, ensuring all teaching staff, including those in non-literacy subjects like history, can tailor their instruction to meet the students’ needs. This integrated approach ensures that literacy support is woven throughout the entire curriculum.”

For students struggling or underperforming, Hazeley’s approach is both supportive and inclusive. The AR lessons are designed to be dynamic, with students engaging in various reading activities, from reading aloud with staff to using audiobooks. This variety ensures that all students, especially those needing extra help, are catered for. Progress is closely monitored, and interventions are adjusted as needed to ensure every student has the opportunity to succeed.

Building confidence and motivation

One of the most inspiring aspects of Hazeley’s literacy programme is its focus on motivation. The academy celebrates its ‘millionaire readers’—students who have read a million words—but also recognises the efforts of those who may not reach that milestone. Last year, they introduced the ‘Halfway Heroes’ initiative, celebrating students who were halfway to their points target with a mini celebration. This initiative has had a significant impact, motivating students to continue striving towards their goals.

Streamlining processes for better outcomes

Managing the workload at the start of the year is made easier with the new target-setting Wizard, which simplifies the setup process for AR. “It’s amazing because it sets everything up straight away,” Natasha notes. The efficiency of this system allows for a more focused approach to supporting students, with the Star Reading assessment providing a standardised measure across Years 7, 8, and 9. This consistency helps reduce the need for additional baseline tests in other subjects, as teachers can rely on the data provided by the literacy assessments.

The results speak for themselves. While the number of quizzes taken by students remains steady, the number of words read and engaged reading time has increased significantly. Students are also beginning to explore a wider range of books, pushing themselves out of their comfort zones in pursuit of greater rewards and success.


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