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Schools: Volunteers

Volume 711: debated on Monday 1 June 2009


Asked by

To ask Her Majesty's Government what support exists for primary school children struggling with reading who are not eligible for intensive one-to-one support by a trained teacher. [HL3778]

Ensuring children are able to read fluently and confidently by the time they leave primary school is a key element of our strategy to raise standards in primary schools.

In response to the recommendations of the Rose Early Reading Review, we changed the national curriculum to ensure that all children learn to read through the use of systematic phonics. We have also developed the Communication, Language and Literacy Development programme. This programme provides every local authority with a specialist consultant to improve the teaching of reading in schools.

For those children who struggle with reading, we are rolling out the Every Child a Reader programme which delivers a suite of early literacy interventions to support these pupils. The ECAR approach is based on three waves of intervention with those children most in need receiving intensive one-to-one support (using the Reading Recovery programme) whilst other children, with less severe literacy learning difficulties, receive small group support. By 2010-11, 30,000 children a year with severe literacy difficulties will benefit from Every Child a Reader.

The primary framework, developed by the National Strategies, is available online for all schools. This offers a broad range of optional guidance and resources to support teachers in ensuring that their teaching is personalised to the needs of every child. Local authorities and schools receive training from the National Strategies in the effective use of the framework and its supporting materials.

We have also developed the What Works Well website, a growing database of case studies, provided by teachers, that shares real practice which has improved learning and teaching.