Chapter One Impact Report 2022-23 - Flipbook - Page 19
74%
of teachers believed
that pupils’ reading
was more fluent.
As part of our commitment to ongoing
evaluation, we have partnered with ImpactEd
since 2019 to develop a robust evaluation
approach. Via our platform, we record a child9s
reading level at the start and end of the
programme to measure their progress.
We also measure the impact that the
programme has on children9s 8reading
behaviours9 including their reading skills,
confidence and motivation, engagement and
enjoyment in relation to reading.
To measure progress and impact, we use a
variety of quantitative and qualitative data
collection methodologies including pre- and postprogramme questionnaires, focus groups and
interviews with teachers, along with teacher and
volunteer end of year surveys. More details can
be found in the Methodology Appendix.
CHILDREN’S FLUENCY AND READING LEVELS
HAVE IMPROVED SIGNIFICANTLY.
-teacher (via survey)
READING ATTAINMENT
Over the course of the Chapter One programme, pupils
significantly increased their reading levels - by an average
reading level of 3.49, an increase of 43.6%. All subgroups
within the whole cohort - Pupil Premium and non-Pupil
Premium pupils, Years 1, 2 and 3 - significantly increased
their reading levels.
Pupils significantly improved their technical reading skills
(such as recognising sight words and decoding unfamiliar
words), by an average of 14.9% from the start of the
programme to the end.
Children participating in the Chapter One programme
made good progress towards reaching the expected
standard of reading for their year group, with 34% of pupils
meeting the expected standard at the start of their time
with Chapter One programme, compared to 59% at the
end - an increase of 25%.
OUR PHONICS PASS
RESULTS HAVE RISEN
EXTRAORDINARILY FROM
25% LAST ACADEMIC YEAR
TO 75% THIS YEAR AND
THERE HAS ALSO BEEN AN
INCREMENTAL RISE IN OUR
KS1 SATS PASSES.
-Vicky McDowell, headteacher
2022-23 Impact Report: The Impact
19
