Go for Reading
End of Year Report 2013-14
This report contains an evaluation of Leicestershire Cares’ Go for Reading project during 2013-14. Now in its 9th year, the Go for Reading project provides weekly support from trained volunteers to students who are struggling with their reading in Key Stage 3 at Secondary School.
We ask a lot of our Go for Reading volunteers - they listen, advise and coax their students week after week throughout the year and are often asked to support some very challenging young people. This year, 54 volunteers supported 108 students in 14 schools and have achieved some phenomenal results! The students increased their reading age by an average of nearly 2.5 years and some by as many as 6. Most of the schools felt that Go for Reading had directly helped the progress of their students with most experiencing an increase in self-esteem / confidence as a result.
I would like to take this opportunity to thank all the volunteers and companies that supported Go for Reading this year - Leicester City Council, Hinckley and Rugby Building Society, National Grid, Access Group, Amateur Swimming Association, NMBS, Ford and Slater, Fisher Scientific, Sytner, Everards, Bellrock, HSBC, Waitrose, KPMG, DWP and our many independent volunteers.
I hope that you enjoy reading the report, I have certainly enjoyed hearing all the positive comments from the schools, students and volunteers involved, without whose dedication and enthusiasm we would not be able to provide these amazing results! I look forward to continuing again in September.
Gail Brown
Education Co-ordinator
Assessments from the schools revealed that…
· In 90% of the students, Go for Reading directly helped their progress.
· 90% increased their self-esteem / confidence.
· The students increased their National Curriculum levels by an average of 2.43. 90% of students increased by 1 or more National Curriculum sub level, 69% by more than 2, 34% by more than 3, 25% by more than 4 and 15% by more than 5. Fantastic results when some of the students were only involved for only a few weeks!
· The students increased their reading age by an average of 2 years, 9 months. 41% increased their reading age by more than 1 year, 31% by more than 2 and 7% by more than 5 years!
· 56% of the students involved had special educational needs.
· 51% of the students were from City Schools and 49% from County Schools.
· 56% of the students were boys, 44% were girls.
· 22% were students with English as an Additional Language.
· 69% of the students were White British, 6% White Other, 3% Black African / Other, 17% Asian Indian / Other and 5% Other Ethnic origins.
“The volunteers have formed great relationships with the students and gained their trust. They have got to know their reader well, understanding and searching for the kind of literature they would enjoy reading. The students have all enjoyed their sessions with several asking to read with the same volunteer next year. The results have been amazing with all the students making brilliant progress as well as becoming more confident readers.” Lynne Cornelia, New College Leicester.
“The students have enjoyed having the chance to read individually with someone other than school staff. They have embraced the opportunity to talk about reading books and always look forward to their reading time. The volunteers have been fantastic, enthusiastic and encouraging and made this an enjoyable experience for the students. I hope to see them again in September.” Sarah Chapman, Mount Grace
"The volunteers we have had have been lovely and so dedicated and we have really appreciated their input into raising the achievement of our students. The scheme works very well when students know that their volunteer will be there every week as then they know what to expect." Madeline Beach, City of Leicester College
“In all cases pupils have made excellent progress, closing the gap between their reading age and their actual age by more than a year within the academic year… Informal discussions with pupils have revealed that they enjoy the programme and have felt it has helped with both their reading enjoyment and their confidence…many would stop me in the corridor through the year to check the sessions would be taking place that week.” Kate Groocock, Redmoor High School
“All students involved have shared with me that they have enjoyed their Go for Reading experience. When they found out last week it was their last session, they seemed disappointed. I'd like to thank the volunteers for coming in and working with our students - we have really appreciated it.” Michelle Briggs, Roundhill Academy
"Our volunteers have been brilliant, full of enthusiasm and patience. They have all succeeded in making a positive connection with their partners and gaining their respect and trust. We look forward to seeing them again next year” Valerie Hart, De Lisle School
“The student is extremely quiet but his confidence in class has improved, his reading age and English level too. A success!” Lynsey Simpkin, Charnwood College
“Thank you to both of the volunteers for giving up their time to come out and read with the students. It is very much appreciated and is better for them to have a fresh face to read with each week rather than a teacher. It has really helped them to have someone to read with – there is not enough time in school for reading out loud.” Samworth Academy
Feedback from the Students…
• 67% enjoyed Go for Reading, 28% were not sure.
• 85% felt their reading partner helped them.
• 11% felt they were good at reading at the beginning of the year, but 72% felt good at reading by the end.
They liked best:
• Knowing I have someone to help when I get stuck on a word.
• When I get stuck on a word they help me split the word up.
• Reading to other people because it helps me spell words easier and helps with my English.
• That you can help me with words that are big.
• That my reading has improved.
• One person to teach me.
• Having fun reading good books.
• Getting more help.
They think it will be helpful to other students because:
• Help with spelling and learning difficult words.
• Helps to improve and build confidence.
• It helps because you talk about the book.
• It helps you understand the meaning of the book.
• Help others to enjoy reading.
• The people are very nice and are good at helping you.
• They might get somewhere in their job.
• To learn more or new words.
• It proves you want to read more.
• They will have confidence to read and not get stuck on words.
They would like to say to their reading partner:
• Thank you, it's been fun.
• Thank you for listening to me and for being lovely.
• Good, she helps me if I get stuck and she makes me laugh.
• Thank you because I can read a full book now.
• Good luck in the future, you're a good teacher.
• You really helped me improve in my reading skills.
• Thanks for being by my side and helping me.
• You have really been nice and I like reading with you.
• My partner is amazing because she helps me on words I don't understand and helps a lot.
• A BIG thank you and I hope I do something like this next year!
Reading makes them feel…
• Making me feel like I have more confidence.
• Like a slow movie.
• I can do better in my English reading.
• Made me laugh.
• Better and I can understand more things easier.
• It makes me feel focussed.
• Happy, relaxed and special.
• Happy because I have improved.
• Like I am involved with the story.
• Really happy when I can read without stopping.
• Very confident and joyful.
• I like using a dictionary to find words.
“I think my lady is really good because when I don’t get something she will tell me and she helps me understand the book. I wish that she can be here next year too.” Student, City of Leicester College
“I think my lady is nice because she explains every word and reads with me nicely and helps me to understand.” Student, City of Leicester College
"I like reading with someone different. It's good". Student, Samworth Academy
“She helps me if I get stuck and she makes me laugh!” Student, New College Leicester
“Reading makes me feel proud that I can actually do it.” Student, DeLisle School
“Yes, it has helped. Like; I am buying a book tonight: Diary of a Wimpy Kid. I wouldn’t have done that before!” Student, Redmoor High School
Feedback from the volunteers…
• 96% rated the project as excellent / good.
• 96% scored 8-10 for the likelihood of recommending the activity to other people.
They got involved with the project because…
· I enjoy volunteering and helping young people to improve on and learn new skills.
· I hoped that a small contribution from me could make a big difference to some of them.
· To give children help to enjoy the experience of reading for pleasure and future employment.
· I love to read, and wanted to try and encourage an interest in reading in students who were struggling with it to help open up an interest in books.
· Belief in the value of being able to read and engage with the written word in all its formats for pleasure and job prospects.
· I wanted to do something useful with my spare time that used some of my skills.
· To try and make a difference to a child on an individual level.
· To support young people to reach their potential.
Their memorable moments were…
· Seeing the impact my time had on the children throughout the programme, each academic year had different children and I actually feel like I was a mini role model to most of them throughout the time at Redmoor High School.
· Seeing a student get to the reading age he needed.
· Building a relationship with specific students and seeing them develop through the year.
· Receiving such positive feedback on the significant improvements made by the students.
· One of the girls I read with improved her reading level by 2 years within 8 months!
· Seeing the children grow in confidence and enjoy coming to the sessions.
· My student! He was very disengaged for the first 2 weeks, but the next 3 he's been a different boy; interested, engaged & engaging. He is suggesting what pages we read the following week and says he's really enjoyed the sessions. Today he voluntarily took a couple of books out to read in his spare time! For me and for him, that's massive.
· Seeing one of the students laugh at a part of a story that earlier in the year they wouldn't have understood.
· When you see children start to enjoy reading and engage with the story.
· Seeing a student progress to more difficult reading material.
88% volunteers felt they had gained skills including…
Coaching and mentoring skills (60%); motivating others (60%); communication skills (36%); teamwork (20%); negotiation skills (20%); feedback and evaluation (20%); creativity and innovation (20%); listening skills (12%); problem solving skills (8%); organisation skills (8%), leadership skills (8%); time management (8%); confidence (8%) and patience (4%).
“Incredibly positive experience it is such a short time out of work yet I feel I am making such a difference. Been really positive to see a completely different side to colleagues and be in a completely different working environment together. We have helped each other as a team and supported each other with the challenges of Go for Reading.” Volunteer, Fisher Scientific
“Each child is different – it can be frustrating at times but is very rewarding.” Independent Volunteer
“It has been a pleasure, really, really loved it. I look forward to a Thursday and am gutted that it has finished” Volunteer, National Grid
“I’ve really enjoyed the reading sessions and feel that they have been really worthwhile – thank you for all of your support.” Volunteer, Amateur Swimming Association
“I would do more if I could! Amazing to hear the students with dual languages.” Volunteer, Sytner Group
“We all thoroughly enjoyed our experience and were thrilled to be able to assist the students improve their reading skills. It was rewarding to see the improvement over the weeks and hope that the students continue to improve.” Volunteer, Sytner Group
“I really enjoyed it. I have more understanding now of the students. They are now more open and honest when looking up words. Great to see the results – you cannot always tell how much you have helped.” Volunteer, Waitrose
“Listening to the children read is very rewarding as I can see that a 121 really does help build their confidence and interact more with their peers and teachers. Every child needs to be able to read to progress further through their school years and then into work and the future, volunteering to help a child read is so valuable for them and for yourself.” Volunteer, Fisher Scientific
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