Increasing literacy in areas of high deprivation

At Dial Park Primary School in Stockport over 60% of learners are on free school meals. Head Teacher, James Clark, wanted to improve the number of words that children were able to use to describe things “and not use fillers like ‘thingy’ and ‘wotsit’”. Since implementing Bedrock, James and his team have seen a significant improvement in the number of words that his learners use to talk to each other and to staff. “Bedrock has been able to support us with achieving some of the best SATs results we've ever achieved”.

The focus on vocabulary acquisition has also been pivotal for Acklam Grange School in Middlesbrough. Deborah Crawford, Head of English, describes the situation they faced:

"We’re aware of the literacy deprivation within our area, and we realised that reading and vocabulary acquisition were the two key things we had to focus on."

Tracking progress is crucial to understanding the impact of any literacy program, and schools like Acklam Grange are seeing the results in their data. Donna Kerr-Morgan, Assistant Headteacher, explains:

"We’ve found since we started using Bedrock in Years 7 & 8, a significant increase in attainment data for literacy. We saw on average, students made around 12 to 14 months' gain on their chronological reading age, so we’re absolutely over the moon."

Becky O’Neill, the School Literacy Lead at the Oasis Academy Oldham, reflects on Bedrock's impact:

“Our catchment area is very deprived. 49% of students are on FSM, and over half are EAL. There’s also a lot of student mobility. Using Bedrock has heightened teachers’ and learners’ awareness of the importance of vocabulary. Our Year 7 learners are making unbelievable progress. During seven months on Bedrock, one learner made 1,797% progress – another, 894%. Sometimes I look at the data and think, that can’t be possible... But it is!”

Teachers are also seeing a positive impact on culture and an overall increase in learner engagement and confidence. As Lauren Day, Literacy Lead from Bradford Academy notes:

“We’re seeing a real shift in the culture around celebrating the learning of words; whether it be confidence in identifying technical aspects of language, or using words in different contexts. Bedrock has demonstrated the impact for our more vulnerable cohorts; plus, we are seeing lots of anecdotal, qualitative evidence that the dial is really turning.”

At the Harris Academy Peckham, London, where 50% of pupils are on free school meals, Joe Lane, the Assistant Principal, comments:

“Bedrock has been fundamental in developing a culture of literacy here. We notice students applying their Bedrock knowledge in other contexts. Learners have improved their reading age by two years in just eight months.“

With Bedrock, literacy gains don’t just stay on the page. Teachers at Acklam Grange have noticed learners using new vocabulary in everyday conversations. Stephanie Coyle, Assistant Whole School Literacy Lead, says:

“We’ve seen a huge increase in the quality of the vocabulary students use. There are more multi-syllabic words that they wouldn't necessarily have used originally, and if you have a dialogue with them, they'll say, 'Oh, it was on my Bedrock homework'.”

Value for money is another consideration for schools working within tight budgets. At Dial Park Primary School, James Clark shares his perspective:

“Our KS2 SATs results and progress scores were well above the national average. Our pupil premium results are amazing. When you're at a school with 60% FSM, then that is a huge difference, and that's made us realise, yes, Bedrock is worth investing in."

At Acklam Grange, Donna Kerr-Morgan notes:

"The school doesn't have a limitless pot of money so I had to think really carefully in terms of where I was going to invest for literacy support. With Bedrock, we feel like we've got real value for money."

For many educators, implementing a digital program to address literacy needs might come with some hesitation. Deborah Crawford from Acklam Grange recalls her doubts:

“I was quite sceptical initially because you think a computer program can’t help students the way they need to be helped; but when we got the students to try it, they came away with smiles on their faces, and that was enough for me to sell it as something very positive.”

For schools, Bedrock offers not just a program but an approach that addresses each school’s specific needs. At Bradford Academy, Lauren Day, the Literacy Lead, explains how Bedrock met their requirements:

“Initially, we looked at many different providers for literacy interventions because we identified a real need in the cohorts we have. Their scores were significantly lower than the national average. We also have a significant SEN cohort and EAL learners. We needed to do something to transform outcomes. We needed something that would help our learners’ academic language and would support us with our current curriculum plans.”

Ultimately, educators find reassurance in knowing they’re giving learners the tools they need for future success. Deborah Crawford from Acklam Grange School reflects:

"Bedrock makes me feel as though we are doing our job right, and it makes me confident that for the students who come through our door in Year 7, when they leave in Year 11, we've done everything we possibly can for them."