Literacy Ambition Statement

We believe that students deserve a rich curriculum that encourages extensive reading of whole books and other kinds of texts. We believe that active encouragement of reading for pleasure is a core part of every student’s educational entitlement, whatever their background or attainment because we know that extensive reading and an exposure to a range of texts makes a huge contribution to students’ vocabulary acquisition and educational achievement.  This is our commitment to ensuring reading is at the heart of learning in our academy. 

All students are tested for their reading age and are given a standardised score reflecting their reading and chronological age.  All students are monitored for their progress and are provided with integrated cross curricular literacy development opportunities.  Those with standardised scores and reading ages below expectation are provided with a tiered response to their needs.  

  • Tier one is the provision for all students.  
  • Tier two is a watch list of students who are within the ‘normal range’ but are closely monitored to check development of their skills.  
  • Tier three is the start of specific interventions designed to help students whose literacy falls just below expectation.  These include EAL support.  
  • Tier four is aimed at those students who require the most support in order to ensure functional levels of literacy.

EAL and Literacy

Ormiston Meridian Academy EAL team offers support to students who are new to the English language, have basic or limited English or needs some differentiated literacy support due to their EAL needs.

When a bilingual/multilingual student first joins OMA, the EAL coordinator meets with them, assessing their current language needs in order to ascertain individual EAL support needs.

These needs are met by EAL interventions which support learners during their language acquisition process while preparing them to respond successfully and with confidence, in order to remove the barriers that prevent students managing the language demands in main stream lessons and daily life.

Reading is a key to knowledge and gives each student the ability to communicate with the world. We use reading age testing as a starting point, identifying the language knowledge of each student. When students are found to be performing below their chronological age, we apply reading interventions. In these sessions, students read 1-2-1 or in small groups to identity new words (collecting those in EAL keyword book to apply when writing), discuss their meaning, pronunciation and use in specific subject connected content. We communicate with teachers to identify the vocabulary required to embed the knowledge and skills for all subjects, to support the curriculum across the school and to prepare the EAL students for their lessons.

All of the new language is then applied into written tasks, which parents can supervise and check to monitor their child’s progress in written form.

Testing is completed 3-4 times a year to monitor the reading progress of all our EAL students. Using their outcomes, we measure their individual progress, and adjust our strategies and reading interventions accordingly. Parents are informed via a phone call or a home visit, in which we explain the process and the importance of reading at home.

Our students are at the heart of everything we do. Please read the attached case study which exemplifies this philosophy.

Please follow this link for to look at the case study:

A Personalised Library For Every Student

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