Literacy at Dixons Croxteth

Literacy Strategy

Rationale

"Of the subjects taught in school, reading (and, therefore, literacy) is first among equals - the most singular in importance because all others rely on it" (Lemov and Driggs, Reading Reconsidered). 

At Dixons Croxteth Academy, we place a great deal of importance on literacy, as it is a necessary tool for accessing the powerful knowledge in our curriculum, which will enable pupils to thrive and ultimately access university, a real life alternative or a top job, and live a happy and fulfilling life.

Our literacy programme has three broad aims: 

• All pupils must be at or above their chronological reading age as soon as possible, and in time for their GCSE examinations at the latest, for them to be able to access the widest range of opportunities post-16.
• Pupils develop the skill of review and reflection, enabling them to identify and correct literacy errors.
• Foster a love of reading and create a culture of appreciation for literature within the academy.

Students receive literacy support as part of our Literacy Strategy; there are three strands to our approach.

Strand One (Identification and intervention)

Reading Age Tests

A key progress measure at Dixons Croxteth Academy is use of Hachette Learning ART Reading Access tests to determine the reading age of our students. This data drawn from this test accurate and reliable and provides a Standard Age Score (SAS), a reading age and a percentile rank for the students within a year group. Through Boost Insights the academy is able to access rich data 

The reading age test determines the interventions which are put in place for each child to close their literacy gaps.

Intervention

Intervention takes place for students who have a reading age of aged eight and below as part of Strand One. Students with a KS2 scaled score of between 80-90 will also receive Fresh Start reading intervention. These students are targeted for intervention because their reading skills mean they find it difficult to access the curriculum and are vulnerable to disengagement and poor behaviour.

We use the Fresh Start programme for interventions in this strand. Fresh Start is a systematic phonics intervention for struggling readers, it is delivered by trained professionals (Learning Support Assistants and English staff) during morning meeting and advisory time, for a guaranteed minimum of three times a week, increasing to five, depending on need.

Fresh Start allows staff to track pupil progress and respond to emerging needs, ensuring interventions remain bespoke for the pupil.

Use of Data

Reading age data is regularly shared with teachers, particularly on data and planning days. Teachers are expected to use this data as part of their planning to ensure all pupils can access the curriculum, lessons are highly- tailored and have a focus on closing literacy gaps.

Strand Two (in -class interventions)

Lessons 

Lessons have a focus on literacy; at the start of all lessons key vocabulary that is to be explicitly taught is shared with pupils and revisited throughout the lesson. There is focus on etymology and morphology.

In lessons, dedicated time is handed over to pupils to focus on ensuring they check their ‘five to thrive’, allowing them to develop the skill of reviewing their work for literacy errors to improve; pupils learn to take ownership of their own success. 

Pupils spend most of their time in lessons and so we are clear that most gains in closing literacy gaps will be made in the classroom via highly- tailored lessons. 

“I do, We do, You do”

Key features of our lessons at Dixons Croxteth Academy are modelling and scaffolding. We use a technique called ‘I do, ‘We do, You do’. This strategy allows students to see a worked example by a teacher (I do), before completing an example as a class (We do) and then completing an example independently (You do).

Teacher models allow students with low literacy levels to access the curriculum without reading large blocks of texts which might make tasks inaccessible.

Library 

At KS3 pupils have a dedicated library lesson as part of their English curriculum. Pupils are guided and supported to understand how to use a library, select texts and read individually and as a group. 

The library lesson aims to:

• Embed the shared reading experience which will enable mutual teaching and learning both formally and unconsciously. 
• Develop individual interpretations which feed into collective knowledge, inference and understanding, whilst simultaneously building connection and fostering enjoyment. 
• Develop reading fluency and confidence, both aloud and individually. 
• Secure the comprehension process by allowing time for students to read to aloud to their class teacher. The teacher will keep a log of this reading and this will inform 

English Lessons

Literacy underpins the teaching and learning in English lessons at Dixons Croxteth. Literacy in a DCR English classroom is split into three sub-categories: 

• Reading
• Writing
• Spoken Language and listening skills

The texts that are studied promote enjoyment in reading and the vocabulary that the students are exposed to is both challenging and sophisticated. To ensure that students understand the language, teachers being each lesson with specific vocabulary instruction to ensure that vocabulary is frontloaded and ensure that all students can access the taught curriculum. 

English lessons deliver powerful literacy knowledge: for example, in reading it includes such important matters as reading strategies, spelling strategies, theoretical lexicography, grammar and exploring word class.

Students develop skills in selecting judicious information from a text and using that information effectively; in reading analysis and critical literacy skills. Teachers use a plethora of texts to analyse and evaluate statements

to encourage progression in understanding of texts, developing not only literal understanding but also the deeper, higher order skills needed to understand concepts and theories applied to literature.

Students are exposed to a range of texts, including:

• Two full Shakespeare plays
• Pre 19th Century fiction and non-fiction
• Modern poetry and prose
• Critical essays 
• Novels
• Poetry anthologies 
• Newspaper articles from a range of newspapers

Strand Three (fostering a culture and love of reading)

Developing a Love of Reading

At KS3 pupils have a dedicated library lesson as part their English curriculum. Pupils are guided and supported to understand how to use a library, select texts and read individually and as a group.  

Outside each classroom staff display a ‘I am Reading’ poster to encourage conversations surrounding texts from different genres.

Reading Mastery

Reading Mastery is central to our literacy strategy. It is designed to ensure every pupil develops the fluency and confidence needed to access the full curriculum, whist also promoting a love of reading and fostering a culture of reading within the academy. At Dixons Croxteth, Reading Mastery goes beyond encouraging pupils simply to read; teachers model reading aloud to students to ensure that students are equipped them with strategies to engage with texts. 

The rationale for Reading Mastery is multifaceted:

1. Equity of Access: Reading is the gateway to the wider curriculum. Alex Quigley (2020) argues that reading is the master skill of school, as pupils who cannot read fluently will struggle to access knowledge in every subject. 

2. Academic Success: Research consistently demonstrates that strong reading ability is closely linked to academic achievement across subjects (Taylor, Oxford, 2022). Pupils who master reading are better able to access challenging texts, think critically, and succeed in examinations. Lemov and Driggs (2016) also highlight that reading is "first among equals" – the most important skill because it unlocks all others.

3. Reading for Pleasure and Purpose: Reading Mastery not only supports technical fluency but also fosters enjoyment and engagement. Clark and Rumbold (2006) found that reading for pleasure has a significant impact on children’s cognitive development, vocabulary growth, and overall attainment.  Reading Mastery lessons, students develop skills in reading with accuracy and expression, and they develop the confidence to explore new genres and perspectives, building a lifelong love of reading.

Students engage with literature by listening to a teacher model fluent reading contributing to fluency, building vocabulary and refining comprehension skills. Texts are deliberately chosen for their ambition and diversity, ensuring all pupils are challenged and inspired. Teachers provide explicit modelling of fluent reading, and in the second phase of implementation pupils will practise both aloud and independently. 

World Book Day & Reading Celebration

World Book Day is celebrated in the academy and encourages departments from every discipline to embrace reading. The WBD in 2024 was a success and utilised the theme of ‘Heroes’ which enabled students to develop their schema and broaden their vocabulary in each lesson. In 2025, the academy held a ‘Reading Celebration’ day around the theme of ‘Journeys’. There was participation across the disciplines and an art instillation in the heart space. Students spent the day engaging with texts related to the theme and also spent time reflecting on their own journeys. 

The Literary Lounge

The literary lounge is voluntary lunchtime club open to all pupils. The Literary Lounge offers:

• A borrowing scheme for pupils.
• A reading record bookmark for pupils to monitor what they have read.
• A league table of star readers with ‘Literary Lounge’ badges to be earned.
• Group guided reading activities to enhance inferential skills and support critical thinking.
• Trip to Waterstones book shop to buy a book of their choice and enjoy the experience of a large, thriving book shop.

Subject - Specific foci

Mathematics

In Mathematics, we have made focusing on tier 3 vocabulary and using etymology to explicitly teach this, in a dedicated portion of the lesson a priority.

We  have included historical links to the mathematics in our schemes of learning  and use this as an opportunity for pupils to read  aloud.

Science

In science at KS3, each topic begins with a Science Story to introduce key ideas. This is taught as a full lesson in which students learn new vocabulary, read a story, write a reflection, and answer comprehension questions. 

Across all year groups, there is a strong emphasis on extended writing, with students using the CUSTARD method to answer 5–6-mark questions.

 Each lesson is a dedicated lesson whereby teachers model their answers with annotations and a visualiser before students attempt a similar question independently.

Key vocabulary is explicitly taught emphasising etymology.

Humanities

Pupils are explicitly taught distinctive thinking patterns- compare, hypothesise, predict, argue, deduce, conclude, explain variables and correlations. Thinking and talking while debating and evaluating impact is typical of humanities lessons. Subject specific terminology is explicitly taught , as is essay construction.

Art

We develop literacy through wider reading when researching artists, designers and architects to inspire our projects.  Pupils read from books, magazine and newspaper articles and websites. Pupils develop their knowledge of vocabulary and terminology when writing personal annotations in their  sketchbooks. Pupils read careers leaflets relating to the creative industries and this underpins each of our projects.

KS4 sentence openers are used to develop personal annotations when analysing the work of others and making reflections when we review and refine our own work.

Computing

In Computing, we are developing literacy through the explicit use of subject vocabulary, embedding reading strategies within the lesson such as reciprocal reading of key terms and challenging the writing of our students. This is in both short form writing and extended form writing such as reports and we encourage the use of Point, Evidence and Explain when answering questions and various writing structures.

This will be supported with writing frames, paragraph builders and in-class modelling of articulating the students reasoning, thinking and communicating within their tasks.  

Music 

Pupils read song lyrics, choral response and tongue twisters. Pupils complete analytic and descriptive written tasks relating to oral perception.

Hospitality & Catering/Food

We develop reading and writing by exploiting opportunities to follow recipe instructions and annotate design work and illustrations. Pupils are explicitly taught subject specific subject specific terminology. 

Drama

Within drama students dissect scripts, exploring deeper meaning behind words to develop empathy skills to understand a character. We write evaluations on performance - building critical and reflective thinking skills, as well as learning how to articulate critique and praise to others in a thoughtful, considerate and appropriate manner.  There is practice for vocal projection with emphasis on correct diction and appropriate delivery.  We explore pauses, pace, volume and tone whilst reading/speaking out loud. We also annotate scripts – highlighting areas where punctuation impacts delivery when spoken.

References

Clark, C. and Rumbold, K. (2006) Reading for Pleasure: A research overview. London: National Literacy Trust.

Lemov, D. and Driggs, C. (2016) Reading Reconsidered: A Practical Guide to Rigorous Literacy Instruction. San Francisco: Jossey-Bass.

Quigley, A. (2020) Closing the Reading Gap. London: Routledge.

Taylor, B. (2022) The Power of Reading for Pleasure in Academic Success. Oxford: Oxford University Press.