E. Reach the lowest 20% pupils

The Reading/Phonics leader:

1.     Ensures SSP lessons are of the highest standard to reduce the number of pupils who need extra support

2.     Uses the programme’s SSP assessment to identify immediately pupils falling behind

3.     Organises extra daily practice for pupils falling behind, following the school’s SSP programme

4.     Builds a profile of pupils receiving extra support (SEND, EAL, speech delay, attendance, time in school, previous teaching)

6.     Fast tracks late-entry pupils to catch up with their peers

7.     Liaises with the designated member of staff to improve attendance for these pupils

8.     Engages the support of parents, where appropriate.