Secondary Schools

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

Range High School

We discovered 71% of our pupils currently using Lexia made significant gains with their reading. I was thrilled with the results. When I say significant gains – certain students made up to 3 years progress. These gains are remarkable! Teachers have reported that students using Lexia are performing better, reading better and are more confident reading out in class. Students feel they are capable, they learn they can progress and feel more confident.

Lynn Wrennall, HLTA

Mossbourne Community Academy

The new features of the web-based version have contributed to the continued success of using Lexia as one of our most effective interventions at Mossbourne Academy. We now include more work-based activities using the skill builder worksheets and the teaching assistants work 1:1 with the pupils doing this. The lessons help to provide effective teaching to smaller groups using the various teaching styles and we are now able to give the pupils, who are having difficulty, homework using the skill builders. The parents are very happy to see this happening and to know exactly where their child is having difficulty. The web-version makes it very easy to see exactly where the child is struggling and with just one click I have ready-made resources which is fantastic and very time saving. I feel very confident that Lexia will continue to support our school in improving both pupils reading and spelling and help them to achieve their full potential.

Christine Delucia, Lexia Manager

Dyke House

I was employed by Dyke House School to specifically use Lexia with our struggling readers. After standardised tests in September we had 105 students who had a reading age of less than 10.6, by December this had reduced drastically to 65 and continues to reduce on a month to month basis as students complete the Lexia program.

The students thoroughly enjoy using the software and love to see the progress they are making, which in turn has resulted in significant developments in their confidence. As a teacher Lexia is really easy to manage, the full reporting system allows me to identify where my students need extra support and then tailors worksheets and lesson plans to suit their individual needs. Using Lexia I really can’t see how students couldn’t progress!

Leanne Taylor – HLTA

Lord Lawson of Beamish Community School

We have found it to be user friendly-for teacher and pupil.

The graphics are clear as well as the voice. Used mostly with KS3 pupils with below age reading ages. It has a very useful diagnostic assessment which places pupils at their correct entry point to the programme.

The assessment tests are quick and easy to carry out and the print out is very visual. Likewise, progress is constantly monitored and detailed/coloured charts/reports can be printed so that the records of pupil progress can be stored. Once the entry point is decided, pupils can use Lexia at school or home, and just continue at their own pace throughout the programme.

They can do this independently as there is very limited adult/teacher support needed whilst working on the assignments.

Easy to use titled bar charts (ladders) for students to complete- rungs within the ladder indicate the probable length of each exercise. Lexia tracks the progress of pupils and provides immediate feedback on the required individualised student asignments to practice on. Eg magic ‘e’ Colours filling the rungs/ladders representing progress are encouraging to students – this boosts their confidence and self esteem which helps them tackle other areas of their curriculum.

Rungs can be achieved in less than 5 mins – which is encouraging to the pupil to see their own progression on th programme. This is great to pupils with limited 1:1/group situations.

They also have the added advantage of being able to continue the programme at home. All pupils who have used the program have liked it – particularly those who used it in primary school who like the continuity into their ‘big’ school. A fun way to learn.

It has variety and challenge, yet with a less threatening and calming learning environment where the pupil can immediately see their own progress, yet not feel ‘in a race’ with their peers.

They enjoy the benefits of their own personalised learning, via their own different assignments. Teacher is able to manipulate pupils tasks via the ‘student assignments’ – again, easy to use. Also, easy to ‘revisit’ areas of weakness.

For the teacher: Very useful training given at the start of each version implemented. Easy to contact Technical support who are quick to respond- immediately or within 24 hours. Gives total reassurance to us ‘novices’!

Fiona Turnbull

Whitby Community College, Whitby

Students at Whitby Community College range from Yr 10 – Yr 13. Students have used the programme twice a week. It is difficult to fit more time in, as they can’t miss many of their GCSE subject lessons.

Teaching assistants have been useful to reinforce vowel sounds and the reading passages are a suitable strength to maintain the interest of the student for their syllable work is invaluable.

Mrs. Carter Brown

Greneway School, Herts

Lexia is working wonders with my Y7 and 8′s. It provides exercises they can do independently without my direct supervision. This frees up some of my time so that during a lesson I can hear each of them read aloud individually.

After the session, Lexia’s reports indicate where each student needs my support in the following lesson. The children get a terrific buzz at being able to work through the programme at their own speed and I actually talk about how they have turned the things that they find difficult into something that they feel very proud that they have mastered.

This is a real achievement for them.

Diane Ash, SENCo

Joseph Rowntree School, York

We use the Lexia programme with students aged 11-15years who have a variety of learning difficulties including dyslexia.

We use the steady progression through the levels and feel the speed is right. Using Lexia encourages previously disaffected students to concentrate independently.

We feel it is an important contributing factor in reading age gain. It is easy to follow, and a well designed programme.

Students’ achievements are clearly and instantly visible.

Barbara Reagan, SENCo

Weydon School, Farnham

We currently use Lexia Basic & Lexia Advanced four mornings per week during our ‘Literacy Initiative Club’, which is by me and another LSA.

A group of pupils who have previously been identified as being weak readers are invited to attend. Pupils arrive at 8.25 and initially they complete some Brain Gym exercises. The pupils then log on to Lexia, spending approximately 30 minutes on it until their first lesson.

We have two groups, one of year 7′s and another group made up of year 8′s & 9′s. They each have the opportunity to spend 2 mornings working on Lexia, making a total of 1 hour per week. In addition to this we also use it during our Literacy Withdrawal sessions within the normal timetable.

The students really enjoy using Lexia and find it easy to operate. We feel that being able to see their own progress on screen by working up the ‘ladder’ promotes their self esteem and helps motivate them to increase their achievements, as they discuss their progress with each other.

We feel Lexia is very beneficial to our students and recent reading tests have shown that pupils using Lexia are showing improvements.

The programme is colourful and easy to use. The children are able to work on it with some degree of independence and they enjoy it. We feel it is an asset to our literacy resources.

Sonya Rohov, LSA