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SC1 / PC -
Poor sentence completion Good sentence completion Good passage comprehension Poor passage comprehension

Anna

SC1 / PC - Emerging reader. Phonics need.
SC / PC 1-3
Poor sentence completion Good sentence completion Good passage comprehension Poor passage comprehension

Dhanesh

SC / PC 1-3 Transitioning reader. Word reading and comprehension below expectation.
SC 1-3 / PC 4+
Poor sentence completion Good sentence completion Good passage comprehension Poor passage comprehension

Michel

SC 1-3 / PC 4+ Dependent reader. Reading is limited by vocablulary and syntax knowledge.
SC 4+ / PC 1-3
Poor sentence completion Good sentence completion Good passage comprehension Poor passage comprehension

Charlotte

SC 4+ / PC 1-3 Dependent reader. Reading is limited by poor comprehension and/or fluency.
SC 4 / PC 6+
Poor sentence completion Good sentence completion Good passage comprehension Poor passage comprehension

Kaia

SC 4 / PC 6+ Growing independent reader. Vocabulary and syntax is weaker compared to comprehension skills.
SC 6+ / PC 4
Poor sentence completion Good sentence completion Good passage comprehension Poor passage comprehension

Anisha

SC 6+ / PC 4 Dependent reader. Reading is limited by comprehension skills.
SC and PC 5+ but SC is lower
Poor sentence completion Good sentence completion Good passage comprehension Poor passage comprehension

Muhammed

SC and PC 5+ but SC is lower Growing independent reader. Reading is limited by vocabulary and syntax knowledge.
SC and PC 5+ but PC is lower
Poor sentence completion Good sentence completion Good passage comprehension Poor passage comprehension

Finn

SC and PC 5+ but PC is lower Growing independent reader. Reading is limited by vocabulary and syntax knowledge.
SC / PC 4 or 5
Poor sentence completion Good sentence completion Good passage comprehension Poor passage comprehension

Rhian

SC / PC 4 or 5 Dependent reader. Reading is (just) within the expected range.
SC / PC 5+
Poor sentence completion Good sentence completion Good passage comprehension Poor passage comprehension

Sam

SC / PC 5+ Independent reader. Understanding of vocabulary and syntax allows for good levels of comprehension and fluency.

Top Tips

Senior Leadership Team - School Groups

Senior Leadership Team - School Groups

  • Inform strategic improvement plans
  • Inform discussions with school reading and SEND leaders
  • Prioritise training and resources
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Reading / Literacy Leader

Reading / Literacy Leader

  • Understand the strengths and challenges of learners at a group level
  • Prioritise training and resources
  • Gather evidence to inform decisions associated with curriculum support and interventions
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Teacher

Teacher

  • Understand strengths and challengers of learners
  • Make adaptations to universal learning design
  • Implement strategies to support individuals
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SEND Leaders

SEND Leaders

  • Implement strategies to support individual students
  • Identify ‘at risk’ students who may have reading challenges in either word reading, comprehension or both
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Students

Students

  • Students can understand their strengths and challenges to take ownership of their learning
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Glossary

SAS

Standard Age Score.

Use this to understand how your students are performing against the standardised sample.

It is important to understand that scores between 89 - 111 are within the average range and that if a student scores within this range on each NGRT assessment then they are performing as expected for their age.

Stanine

Stanine or ‘standard nine’.

This breaks the SAS scores into nine groups to make the group level scores easier to analyse.

Use stanines to group students across a cohort when planning in next steps and monitoring which students are in line, below or above age related expectations.

The NGRT assessment is broken into two parts: Sentence Completion and Passage Comprehension – you will get a stanine for both parts. We have based the Reading Support Quadrant on this.

Reading Age

Reading age demonstrates a student’s ability in terms of the average of others at that age.

They are derived from the raw score at different age points.

Reading Ages tell us about the reading ability of a single child and a single point in time.

They are not useful when monitoring progress as the rate learners progress with their reading varies, meaning you cannot genuinely report monthly progress. A child at age 6 will expect to progress at a much faster rate than a child aged 12 for example.

NPR

National Percentile Rank.

The NPR ranks a learner’s performance against others in the representative sample and is used to show the percentage of individuals from within that sample, who scored equal to, or less than the learner’s particular score.

A student with an NPR of 50 means they are scoring as positively as 50% of the standardised national sample.

FAQs

What is a Graduated Response Model?

Effective provision should be well-matched to a student's individual strengths and challenges. The appropriate next steps for one student may be very different to another – colleagues should adjust, or 'graduate' provision in order to personalise adaptations and/or interventions to suit their needs. In some settings this may be referred to with other terminology such as 'waves' or 'tiers' of support (for example) – the intentions are the same.

How can I review the impact of intervention?

Prior to the implementation of adjustments or interventions it is helpful to determine the anticipated outcomes of such support and how these outcomes might be measured. In some instances, these may be monitored by way of teacher observations or skills development, but in others this could involve pre- and post-intervention testing which might include the use of standardised tests. NGRT can be used termly, and a progress report can be used to analyse impact. Similarly, YARC (Forms A & B) could be used to provide a detailed profile before and after the intervention.

What does it mean if a student is ‘resistant’ to intervention?

Evidence-based interventions are used to help students close gaps and to improve skills in reading. In many cases these interventions have the desired outcomes, leading to students being back on track with their peers. However, for some students, even a skilfully delivered intervention may not help them to overcome specific challenges – more specialist support may be required. We might describe these students as 'resistant' to intervention.

What factors should I consider when exploring the SEND guide?

Identifying barriers to learning is a process that takes time and requires a range of information and data (both qualitative and quantitative) to build a detailed profile of need. We would recommend talking with as many stakeholders as possible to consider context when making decisions related to a student's strengths and challenges and to determine the most appropriate screener(s) to use to investigate these. The needs of each student (and school) will be different—establish if there are particular types of needs that are common within your setting and prioritise these as a place to start.

Poor sentence completion Good sentence completion Good passage comprehension Poor passage comprehension
SC1 / PC -
Anna SC1 / PC - Emerging reader. Phonics need.
SC / PC 1-3
Dhanesh SC / PC 1-3 Transitioning reader. Word reading and comprehension below expectation.
SC 1-3 / PC 4+
Michel SC 1-3 / PC 4+ Dependent reader. Reading is limited by vocablulary and syntax knowledge.
SC 4+ / PC 1-3
Charlotte SC 4+ / PC 1-3 Dependent reader. Reading is limited by poor comprehension and/or fluency.
SC 4 / PC 6+
Kaia SC 4 / PC 6+ Growing independent reader. Vocabulary and syntax is weaker compared to comprehension skills.
SC 6+ / PC 4
Anisha SC 6+ / PC 4 Dependent reader. Reading is limited by comprehension skills.
SC and PC 5+ but SC is lower
Muhammed SC and PC 5+ but SC is lower Growing independent reader. Reading is limited by vocabulary and syntax knowledge.
SC and PC 5+ but PC is lower
Finn SC and PC 5+ but PC is lower Growing independent reader. Reading is limited by vocabulary and syntax knowledge.
SC / PC 4 or 5
Rhian SC / PC 4 or 5 Dependent reader. Reading is (just) within the expected range.
SC / PC 5+
Sam SC / PC 5+ Independent reader. Understanding of vocabulary and syntax allows for good levels of comprehension and fluency.

Reading Support Pathway

What concerns do you have about reading?

  • Receptive language (internal processing and understanding of language)
  • Expressive language (ability to communicate thoughts and feelings through language)
  • Knowledge of sound (phonological awareness)
  • Sight word recognition
  • Decoding
  • Vocabulary / background knowledge
  • Knowledge of language structures and relationships between words
  • Reading speed / rate
  • Comprehension
  • Prosody (expressive language for performance)

How can NGRT help?

  • The NGRT assessment is designed around the essential building blocks of reading as identified in the 'Simple View of Reading'. It therefore provides a picture of how a student's performance at word reading (sentence completion) compares to comprehension (passage comprehension).
  • It is a group screener, which allows you to assess whole cohorts quickly. However, you will always need to apply the results to your understanding of your students.
  • We have developed the Reading Support Pathway as a 'Graduated Response Model' to enable you to understand the nuances of each student's needs, enabling you to fine-tune your support for your students. Evidence shows that supporting the 'right' students in the 'right' way always leads to progress. This pathway is here to provide you with that information so that you can make the 'right' decisions.

The Graduated Response Model

Assess

Complete NGRT to identify reading strengths and challenges

Review

  • Monitor impact - Build a detailed profile of strengths and challenges
  • Where students appear ‘resistant’ UDL and/or intervention (gaps are not closed), consider further diagnostic testing*
  • Information can be used to paint a picture over time to prioritise decisions for assessments by external agencies or similar

*Test selection should be guided by all available information and presentation of need SEND screener Guide

Plan

  • Cross-reference core data: reading attainment with ability (CAT4) and attitudinal (PASS) data
  • Contextualise with other evidence
  • Use the Reading Support Quadrant (RSQ) to plan your response to need:
    • Adaptations to Universal Design for Learning (UDL)
    • Evidence-based intervention
    • Further assessment using screeners matched to identified need
    • Referral to external agencies

Do

  • Work with colleagues so that support is aligned and further investigation is considered – our SEND screener guide will support your decision making
  • Administer initial screener assessments where appropriate
  • Deliver targeted interventions

Key

Focus on providing rich reading opportunities.
Support in high-quality classroom environment
Intervention needed
Prioritise intervention and further investigation of need

The simple view of reading

Poor word recognition processes
Good word recognition processes
Poor language comprehension processes
Good language comprehension processes
Good word recognition;
Good language comprehension
Good language comprehension;
Poor word recognition
Good word recognition;
Poor language comprehension
Poor word recognition;
Poor language comprehension
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