The Provider:

Buile Hill High School, Salford

Buile Hill High School is set on a green field site, facing Buile Hill Park in Salford, but serves inner city areas of high deprivation.  It is a community comprehensive school for pupils aged 11 to 16 years (Years 7 to 11).  It is about the same size as most other secondary schools.  There are 947 pupils on roll (468 boys and 479 girls).  The school amalgamated with another local high school in 2001.  Most pupils live locally but a substantial number travel to school by public transport.  The attainment of pupils on entry to the school is well below average.  Most pupils are from white ethnic backgrounds.  The percentage of pupils from other ethnic groups or whose mother tongue is not, or believed not to be, English is low.  Employment rates in the area are below the national average.  Unemployment is above average.  At 34%, the proportion of pupils registered for free school meals is high.  Some 25% of pupils are on the register of special educational needs, which is above average.  At above 2% the proportion of pupils having full Statements of Special Educational Need is above National average.

Summary:

Reading Recovery was started at Buile Hill High School in February 2002 for pupils having reading ages below 8 years.  After implementation and evaluation of the scheme which proved highly successful it was decided to develop the scheme to include all pupils with a reading age below 9 years 6 months (the accepted functional reading age).  Each year all pupils who regularly attend make good progress.  The progress in their reading has been reflected in many ways, including raised self-esteem, improved behaviour and greater access to the curriculum.  The evidence for this can be found in data and comments by staff, pupils and parents.

The Aim:

This area was chosen because the school, OFSTED, HMI, EiC and the LEA have all indicated in their reports on the effectiveness of the Reading Recovery scheme and the delivery of the programme, which is implemented by Teaching Assistants.

What do you see in the school?

• Appointment of reading recovery teacher
• 3 fte Teaching Assistants
• Training programme
• Purchase of materials – annual budget
• Well written policies 
• S.D.P
• SEF
• Student I.E.P.s and Management Plans
• SEN Handbook
• Records of individual reading progress programme
• Use of I.E.Ps
• Homework club
• Use of ICT
• Strategic use of LSAs
• Parents drop in session
• Staff INSET
• Personalised Learning Resources
• Governors reports
• Ongoing evaluation
• Staff appraisals of key staff
• Clear Line Management
• Reports to EiC /LIG
• Staff Appraisals of key staff
• NW Regional Award for  Inclusion – Families and Parents seen
• Target support on differentiation
• Collaboration with other schools

What difference does it make?

• Improved life chances and post 16 take up of college placements
• Improved educational status of pupils
• Transfer of reading skills
• Support to younger pupils or siblings
• Reduced exclusions

From where is evidence collected to prove the Leading Aspect?

• Class observations and reports seen
• Details of programme
• Handbook
• I.E.P. seen
• ICT equipment seen in use
• Interviews
• Job Descriptions
• L.S.A.  interviews
• Materials seen
• Minutes of meetings and presentations
• Parent and staff testimony
• Policies on reading,spelling ,literacy and SEN seen
• Pupil records seen
• Reading progress reports seen
• Records & Reports seen
• SDP seen
• SEF seen
• SEN Handbook seen
• Staff Interview
• Student interviews
• Training programme details INSET
• Wide variety of resources seen

The Verifiers Comment

• Well managed individual student support mechanisms – including transition programmes and Individual Education Plans
• Tailored individual reading and literacy skills recovery programmes that have a very significant impact on individual student progress
• Strategic and pro-active use of in – service training with both students and staff