1. Mind the gap Jonathan Douglas The National Literacy Trust
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2. All 11 year olds’ reading scores declined between May and September – even those who had attended summer literacy scheme. (NFER and QCA, 1997)

3. An ecological model

4. Reasons identified by teachers for pupils not making progress at the start of KS3
“Educational reasons” – 70%
Attendance – 57%
Behaviour – 47%
Home life - 45%
Major “life issue” (bullying, illness, etc - 35%)
Hayes & Clay, Leeds University, 2005

5. Trauma of transition Friendship groups disrupted/dispersed
New institutional context
Distrust at secondary entry of attainment at end of primary – repeat of baseline testing
30% of pupils experience bullying at this point – 72% of these children do not settle well
Negative issues more significant for children from poorer socio-economic groups
More significant for children from ethnic minority backgrounds – home languages a significant factor
EPPSE 2008

6. Redefining identity
Biological changes – massive impact of timing of earlier sexual maturation
Shift in relationship with peers with significant impact on attitudes and behaviour
Renegotiation of family relationships

7. Types of reading 2005 and 2009

8. Kensuke’s Kingdom in Tower Hamlets
Literacy the solution

9. Is it an issue of underperformance at KS3?
Are year 7 teachers underestimating pupils’ skills?
(65% of pupil “underachievement” in Y6 is not a surprise to teachers – Greenwich study by Leeds Uni)
Can linear progress be sustained from KS1 to 4?

10. An evaluation of a NLT project run over the primary-secondary transfer period found that pupils felt that the project helped them with the transition. The evaluation suggested that this is likely to be because of a combination of factors social, emotional and educational factors, including some academic benefits from increased reading (Mervyn, P. Reading is Fundamental, UK/DfES Excellence in Cities partnership transition programme

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