Ongoing Literacy Development at Green Lane Primary and Nursery School

Key Findings

This case study explores the impact of implementing Reading Hub, a digital library solution, at Green Lane Primary and Nursery School. With 428 pupils, a ‘Requires Improvement’ Ofsted rating, below-average Free School Meals (FSM) eligibility, and above-average reading levels, the school aimed to improve reading outcomes and increase parental engagement. A controlled study of two groups of pupils across Key Stage 1 and Key Stage 2: one using Reading Hub (intervention group) and the other using traditional reading methods (control group). The study demonstrated positive impacts in the intervention group using Reading Hub.

The findings showed that the intervention class using Reading Hub experienced a 53% increase in average weekly reading time and a 133% increase average number of books read per month. Additionally, the average reading age in the intervention class increased by 40%. Parental involvement also significantly improved in the intervention class, with 93% of parents reporting increased engagement. The study demonstrated positive impacts of Reading Hub on reading engagement and parental involvement across the school.

School Objectives

  • Provide diverse and engaging reading materials to all pupils, both in school and at home.
  • Enhance reading engagement and proficiency among Key Stage 1 and Key Stage 2 pupils.
  • Improve reading ages across all year groups.
  • Increase parental involvement in pupils’ reading activities to support ongoing literacy development.

Aim of the Case Study

This case study illustrates how the introduction of Reading Hub at Green Lane Primary and Nursery School led to notable improvements in reading engagement and parental involvement, contributing to the school’s progress and development.

Current Challenges:

  • Engagement: Keeping pupils engaged with reading was a challenge, especially given the large pupil population.
  • Parental Involvement: Encouraging parents to participate actively in their children’s reading activities required effective communication and resources.
  • Resource Limitations: Providing a wide range of reading materials to meet the diverse needs and interests of pupils within the school’s limited library space was difficult.

Implementation Process:

  • Control Group Study Design: Four classes participated in the study: two from Key Stage 1 and two from Key Stage 2. One class from each Key Stage used Reading Hub (intervention group), while the other class maintained their regular reading schedule, using paper reading logs and weekly visits to the school library (control group).
  • Mobile App for Pupils: Pupils in the intervention group accessed the Reading Hub mobile app, choosing from a vast selection of 3000 eBooks accessible both in school and at home.
  • Web App for Teachers: Educators used the web app to access reading materials, monitor reading engagement, and provide targeted support to pupils.
  • Onboarding and Training: Teachers received comprehensive training on effectively using Reading Hub, while parents were equipped with guidance on supporting their children’s reading at home.

Method of Testing:

  • Reading Age: Pupils’ reading ages were measured termly throughout the academic year using standardised reading assessments. Each term, both the intervention group (using Reading Hub) and the control group (following traditional reading methods) underwent these assessments to track progress. This approach allowed for a detailed comparison of reading age improvements between the two groups. 
  • Reading Engagement: Reading engagement was measured for the control group by tracking time spent reading, the number of books read, and pupil enjoyment through self-reported surveys. The control group used paper reading logs maintained by teachers and parents to do this. The intervention group’s reading engagement was collected via Reading Hub’s engagement dashboard.

Problems Faced:

  • Some families initially lacked access to digital devices. The school addressed this by providing loaner devices to ensure all pupils in the intervention group could use Reading Hub.
  • Initial resistance from some teachers was overcome through comprehensive training, emphasising the benefits of the dashboard and reading materials and ensuring teachers felt confident using the new technology.
  • Engaging parents required tailored communication strategies and support to ensure they could effectively use the Reading Hub app.

Results

  • Average reading time per pupil per week rose by 53% (from 65 minutes to 100 minutes) in the intervention groups. The control groups saw an increase of 15% (from 65 to 75 minutes).
  • Average number of books read per pupil per month in the intervention groups rose by 133% (from 3 to 7 books). In comparison, the control groups increased by 33% (from 3 to 4 books).
  • The intervention group demonstrated a 40% increase in average reading age, with significant improvements seen across both Key Stages.
  • Surveys and interviews highlighted heightened parental enthusiasm for reading activities, with 93% of parents in the intervention group reporting increased involvement and 96% feeling better informed about their children’s progress.
  • 98% of parents using Reading Hub said they would choose to use it to support their child’s reading over traditional reading methods. Some of the comments from parents included: “My daughter used to struggle to find books she enjoyed, but now she has a whole library at her fingertips” and “She’s reading more than ever, and I feel much more involved in her learning journey.”

Conclusion

The implementation of Reading Hub at Green Lane Primary and Nursery School resulted in significant improvements in access to books, reading engagement and parental involvement. The school now has a flourishing reading environment after addressing the challenge of access to books. The controlled study demonstrated the clear benefits of Reading Hub compared to traditional reading methods, highlighting its potential for other educational institutions.