"I can testify to improvements in reading ability and confidence in literacy"
About the school
The Bromfords School is a large mixed secondary school located in Wickford, Essex, with a student body of 1,135 pupils.
Dedicated to raising academic aspirations for its students, the school identified the LIT Programme as a highly effective, evidence-based strategy to improve outcomes for its weakest readers.
In its latest report, Ofsted commented that, ‘Reading is a high priority. The school makes sure that any pupils who need to catch up with reading are supported well.’
LIT Programme implementation
Bromfords successfully implemented the LIT Programme for a full academic year in 2024/25, completing Unit One and beginning Unit 2 during the year. Year 7 pupils will continue with the lessons into Year 8 to build on their progress and lock in attainment gains.
Pupils were carefully selected using a combination of CATS, Standardised Reading and Standardised Age scores and the Hackney LIT Baseline assessments.
Acknowledging timetable and resourcing constraints, the school strategically implemented the intervention and lessons were delivered twice a week, with an additional session per week provided for the students with the highest need.
The lessons were taught by a skilled team, including the LIT Lead and English teacher, Matt Keane; Emma Strange, Deputy SENCo who has a background in upper primary teaching, and Kirstie the School Librarian.
The school is also planning to integrate LIT strategies across the curriculum by introducing the LIT bookmarks across Year 7 for tutor time reading.
Impact of the LIT Programme
Implementing the programme with a strategic timetable of just two sessions per week and using only the first two units of work, the school achieved an outstanding mean Reading Age (RA) improvement of 1.5 years.
One student achieved an astonishing 4.5 years uplift in Reading Age in a single year.
A key measure of success is student confidence, with around 80% of students steadily reading aloud and offering answers via a board, verbally, or in written responses.
The improvements extended far beyond reading scores, boosting confidence and engagement across the curriculum.
One student, who had previously required placement within the enhanced provision on site, transitioned to attending mainstream LIT classes with full, independent participation, a change described as a "massive step" for them.
Another student, who initially struggled with attendance, has consistently built time in school and has been attending lessons independently.
What the LIT teachers think
Emma Strange, Deputy SENCo:
“For many students the sessions are very positive, predictable and even a pleasure, where they look forward to it.”
Matt Keane. LIT Lead, commented that the accessible texts and resources are a strength as they teach the same skills required for the English curriculum.
When asked what he would say to other schools considering using the LIT Programme, he gave a clear endorsement:
“Do it!”