Testimonials

Please see below the most recent feedback from users of our software. Alternatively you can view our full range of testimonials by using the category filter.

Beauchamps High School, Essex

‘We have found Lexia to be hugely beneficial to the acceleration of students phonological development and have made it a core part of our additional intervention schedule. We currently use Lexia as part of our early intervention with Year 7 and Year 8.

‘When I sat down to analyse the impact at the end of the year I was amazed by the progress our students had made.  That 62% of our students had increased by at least 1 year was brilliant.  To see gains that 26% made 2 years or more, nearly 10% of the students 3 or more years and a phenomenal nigh on astonishing gain of 5 years or more for 2 students.

‘Our students have responded really well to the  program, really taking responsibility for their own progress and demonstrating some excellent resilience when finding challenging topics.

‘The attainment is a testament to the hard work they and the staff who have worked with them have put in and is in part to the  high profile we give this opportunity.  Parents are contacted if students do not attend and we have high expectations of the time students will put in to Lexia across the week.

‘Anecdotally colleagues across the school have commented that you can really tell when a students has studied Lexia.  I’ve been told that not only has their reading and writing improved, but that their understanding of language and their vocabulary are enhanced and that they are making better progress because of this.

‘There is a genuine celebration each time a student completes a level, the other students are proud of them too, because they know what it takes to do this.  We celebrate this success with some small prizes and the students will have their photograph taken with the Headteacher.’

James Meek, SENCo

Educational Diversity, Blackpool

Within Educational Diversity we have a significant number of young people with either specific literacy difficulties or generalised delay with literacy skills acquisition. It has been a struggle to sometimes find appropriate material for KS3/KS4 students, that would engage them and not make them feel patronised. Lexia ticks so many boxes for us. It is pitched at a perfect interest level and entirely differentiated to our individual student’s needs. The reports provide excellent evidence of progress, both for individual students and also for discreet groups, such as Looked After Pupils or those with a statement/EHC Plan.

Anna Dootson, Assistant Headteacher

Heald Place Primary School

Heald Place Primary School, Manchester has been using Lexia for much of this academic year.  In a school of 630 with 60% FSM and almost all pupils coming from minority ethnic backgrounds, Lexia was introduced to provide scalable personalised learning for large numbers who arrive in school with little or no reading ability.

‘After evaluating the Lexia program, we realised its potential as a tool to reach all pupils who required literacy support.   My responsibility as Lexia Coordinator was to ensure fidelity of implementation.  I began by organising an onsite training session where teachers and LSAs were given the basics in getting started.  Part of this session allowed us to discuss rollout and ensure the best practice goal of regular and consistent usage was achieved.

We took a staged approach to its implementation, starting with a priority group of 50 pupils.  Not wanting to bite off more than we could chew, commencing with a manageable group allowed us to learn the ‘ins and outs’ of the program but also develop routines.  Staff were made fully aware that regular usage was key to Lexia’s success and this was a priority if reading gains were to be made.  Much of Lexia was delivered during guided reading sessions.  Lexia Monitors were appointed to set up laptops over break time to ensure everything was ready for the sessions.

Over the rollout period and looking ahead, the online reporting system allows me to support colleagues in achieving usage goals.  In addition, I can identify pupils who require extra support, but also acknowledge successes by printing certificates which are presented in weekly assemblies.   Certificates are also displayed around the school.  As Lexia Coordinator, I use part of my Management time to login and check on how things are going.  This ‘light touch’ weekly approach has certainly helped ensure fidelity of implementation and supported the team in their use of Lexia. By offering this regular support I have noticed staff are now much more inclined to login independently to access the data they require.

After just a few weeks into rollout we were seeing some very positive results.  Pupils were engaged, motivated and making rapid progress.  Colleagues were very pleased with the system and were asking for more pupils to be added.  This early success made phasing in an additional 50 pupils much easier.  It also justified spending money on extra equipment such as headphones.

Currently we have just over 100 pupils using Lexia.  Our plans are to extend usage to additional groups through allowing home access.  Shortly, we will be holding a workshop for parents to learn more about the program and how to use it to assist their children over weekends and holiday periods.

In many respects, it’s still early days but in the relatively short period of time we have been using Lexia, it has made an enormous impact on our pupils’ learning and life chances.  At the beginning of the year we had serious concerns about how were going to get these children to age related expectations.  Now, many are well beyond expected levels.  I can only say it is astonishing in terms of the gains they have made.  For example, one boy, aged 10 started Lexia at a Year 3 level of work.  Within 5 months he is now reading at what would be expected in Year 6.  Pupils are really proud of their progress and are motivated by their success.  Staff have noted more confidence in pupils’ reading in class and they feel they are now much more aware of individuals’ strengths and weaknesses, helping them plan ahead.  It has certainly helped us accelerate learning and has answered the question – ‘How can I enable this child to be achieving Age Related Expectations?’

Looking back, I feel that the phased approach to rollout certainly helped as things were kept at a manageable level as we learned the program ourselves.  A quality rather than quantity approach ensured buy-in from both staff and pupils.  We now feel far more confident than we did at the beginning of the year in achieving our literacy goals’.

Literacy Coordinator

 

The Streetly Academy

“The biggest change since the upgrade is that we can now access Lexia Strategies on Chromebooks and ipads.  This has had a big impact and has resulted in students being able to access Lexia more often, both on Chromebooks at school and at home.  Web browser access means students can practice on the software at home so usage is higher than before – children are making greater progress on Lexia Strategies.”

Ange Walton, SENCo

Stepping Stones

“Last year students made 2/3 pivot level jumps whilst using the software. Students all really enjoy going on Lexia so we have used it as a calming strategy.  Many of them choose to go on in their relaxed time too.  All of our students have had huge success on Lexia.  This has had a big impact on other things like confidence, behaviour etc.”

Laura Ball, Teacher