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Longcause Community Special School Learning for Life

The focus on reading to continue and include further development of pupils’ comprehension skills

Further information regarding how we are developing reading across the school can be found it our reading strategy at the bottom of the page.


  • Pupil progress information on reading indicates that pupils are progressing well in reading:
    • there has been a term on term increase on the number of pupils achieving a reading age of at least 9 years
    • Pupils are making sustained progress in reading (progress at each assessment point)
    • Pupils leaving Longcause at the end of Year 11 are achieving their at least their targeted outcomes in English (Functional skills and GCSE)
  • We have a member of staff delivering intensive reading intervention to pupils where they are identified by SLT as needing support. This has now been running successfully for three academic years and is being increased to include more staff members in its delivery. During Covid-19 lockdown it was a key part of home learning for some key pupils and feedback from families was very positive. Our reading programme has been delivering additional intervention to pupils in Middle and Upper School. During the academic year 2020-2021 this will also be delivered to pupils within the Lower School also.
  • Class teachers are recording progress in reading across different progress measures:
    • Reading age
    • Phonics phase
    • HFW progress
    • progress through the curriculum
    • progress against already assessed objectives in the curriculum
    • progress through reading book bands
    • standardised vocabulary test
  • Reading has been moderated against National Key Stage standards and across the reading measures above. Moderation shows there is a direct correlation where pupils are on same/similar reading progress measures and their stage on the Key Stage standards for reading (Pre Key Stage 2).
  • Reading continues to be a priority on the School Improvement Plan and the profile of reading and pupil progress within it remains high profile across the school.
  • Staff training on how to support reading progress and the development of reading comprehension skills has been ongoing.