The Oaks Community Primary School

July 2021 - Shine Interventions in Reading

Our school is part of the ASSET Education Trust and we were rated 'Outstanding' by Ofsted in 2018. We are a two form entry school with a high percentage of children eligible for free school meals and a high number of children requiring SEND support. Reading is a priority in our school, as well as across our trust, and we are committed to every child leaving primary school as confident, fluent readers with a passion for reading

In the Spring term, we used NTS Assessments in Reading and found that our children’s reading had been negatively impacted by both coronavirus lockdowns. It had impacted all groups of children including those previously assessed as greater depth and at age-related expectations. For those children previously assessed as working towards, their standardised scores had also decreased. After using the Shine intervention (alongside a school and trust focus on prioritising reading) and reassessing the children, we saw increases in their standardised scores. 

We began using Shine Reading Interventions with Years 3 to 6; we did not use these in Year 1 as our main focus was phonics and fluency as was the case in Year 2. The Intervention Reports were easy to access from our NTS Assessments in MARK and we found they supported our teachers’ judgements of which children needed additional support. We used Shine in afternoon interventions and as part of our tutor programme. Children had two or three sessions a week delivered by an LSA usually in the afternoon. For Text A, the children were guided by an adult; Text B they completed independently (as suggested in the Shine learning sequences). We did not stick to the timings in the guidance as our LSAs felt the children needed longer especially with the inference and comprehension sessions. The LSAs talked about the texts for longer to support the children’s general understanding and also talk through vocabulary - vocabulary is an area for development for us as a school. The Shine Interventions have such a good structure that this gave our LSAs more confidence in delivering the sessions. The children were engaged with the texts and particularly enjoyed the non-fiction - this had the added benefit of giving the LSAs an understanding of our children’s likes.

We used the Prepare, Do, Review sheets first and then the lesson plans. Our LSAs found the inference session was the hardest to deliver but having the answers available was helpful for LSAs to know the point they were aiming for. Because they’d chosen to do the vocabulary section last and spent additional time focusing on the vocabulary as it came up in the comprehension and inference strands, they found they had already covered much of the vocabulary strand in the context of the others. What this did highlight was that the children retained the vocabulary they had been focusing on.

Initially, we trialled Shine Reading in Year 4 in the autumn term and saw progress. Subsequently, we rolled it out to the rest of KS2 in the Summer term after the second lockdown was lifted. Our data showed good progress in all years in our summer NTS tests but interestingly, the most progress was in Year 4 where children had the extra term of Shine interventions. Where we only had 38% working at 100 or above, this had increased to 75% by Summer - nearly all children who had received Shine made progress. Year 3, where Shine interventions were used least, showed less progress.

I would definitely recommend Shine Interventions to other schools – we have tried a lot of different reading interventions and although we had resources for our SEND children, we had struggled to find good quality interventions for children assessed as ‘working towards the expected standard’. The Shine resources made our LSAs a lot more confident and they felt really supported by the materials. We only trialled Shine Interventions in Reading but now our maths coordinator has expressed interest in trialling the Shine Interventions in maths and we are definitely interested in Shine Interventions in GPS as soon as it is published.

Katherine Carr, English Subject Leader
Shine: Targeted Interventions for Primary Reading, GPS and Maths
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