Literacy Spotlight – Herrick Primary School, Leicester

Our Star School for March is…

Herrick Primary School, Leicester!

Beth Phipps, Reading Lead at Herrick Primary, shares how Lexia has transformed literacy learning, particularly for English Language Learners. By embedding Lexia into daily routines and fostering pupil independence, Herrick Primary has seen excellent progress with engagement, confidence, and reading skills across the school.

How did you first come across the Lexia program and what led to the school’s final decision to purchase?

I had a friend who also worked at a primary school, and she was facing similar struggles with regards to basic comprehension, letter formation, sounds and their corresponding letters. I asked her, what are you doing about this? How are you managing and able to target, 60+ children when they have a very similar staffing structure to us?

She raved about Lexia and told me to get in touch so they could talk me through the program – and that’s what I did.

It was around 2018-2019 and I met with a LexiaUK Literacy Software Consultant online. They talked through everything, and I took all the information back to my head teacher and he agreed that this is a way that we can support children across the school.  We decided to use Lexia to support our children that struggled the most with learning English, but I was told by the company that Lexia can be used with all children. I was given examples of schools that use the program to progress all children further down their literacy journey.

What do you feel makes Lexia stand apart from other reading skills software products on the market?

I had looked at others at the time; how they would work and what their pros were and what their drawbacks were. What we find works best with Lexia to support our children is the home screen allows them to monitor their own progress. The wheel allows them to see how many minutes they need to complete and how many units they’ve worked on. They refer often to the apple in the corner and they’ll give us that feedback themselves. They know when the apple glows red, that they are finding the activity a little tricky.

We wanted something that of course we as staff needed to pioneer and champion, but also something that the children themselves were confident with using. It was no good logging something in handing it over to them and just saying, oh, you need to work on this. They can physically track their progress and the level they’re on. They get so excited to say they’ve moved on to something new.

Lexia was something that we knew was going to engage them with the graphics and the idea of moving through the world. So, it was something that stood apart from other models that were on the market at the time.

We found that, with other programmes, the onus was purely on the educators to see where the children were, whereas we wanted something that our children could take ownership of as well, and that’s what we found in Lexia.

How is Lexia used in your school? 

The children are really independent. The iPads are out on the side, they know their login information themselves. We have created little cards that stay in school and go home. So, if they were to forget their log in, they know where the Lexia card is located.

We use it as a morning task across the school for our children, and they’re incredibly independent that when they come in in the morning, they put their things away, they grab their iPad, they get their headphones on and they want to get started straight away. A lot of the time, I’ll look at their wheel first thing in the morning, and they’ve already filled them in. And I say, “how have you done that?” And they said, “Oh, I like to eat my breakfast and have a look on Lexia to see what I need to do for the day.” I think it’s really lovely. Some of the routines are embedded before they even get to school, which is wonderful.

We have comfy reading corners in all of our classrooms, which initially were purely for children to read in, but we found that the children using Lexia love to go into these areas as well. They take their shoes off, they get cosy and comfortable and they make good use of that time.

If certain children have not been able to meet their usage, maybe they’ve been absent or they’ve had a long term absence for whatever reason, we utilise assembly time, so those children will miss an assembly and work on Lexia during that time.

Sometimes they ask at lunchtime, “Can I come in and do my Lexia minutes?” And we said that’s absolutely fine. They know it’s very much an open doors policy with regards to coming in and completing their minutes. Some children prefer to do their minutes purely at home. That allows best for them in their routines and after-school commitments they have.

Describe the impact that Lexia has had on your pupils. Have you noticed a positive change in their motivation to succeed in literacy? 

Something that always stands out to us is the impact that it has had on our English Language Learners. Some children join our school without a word of English, they arrive one day and they can tell you their name but the conversation stops there. They’re still part of our teaching and our lessons, and they’re fully immersed into school life and learning English. I would say for those children, it’s so lovely that they are learning those skills such as capital letters, full stops, which letters correspond with which sound. Then when it comes to their lessons, they’re applying those skills.

I have heard so many success stories where teachers have asked a child, ‘how have you learned how to do that?’ And they’ll say, ‘I was working on that on Lexia’. That’s so lovely for us to hear because all schools would love to have a specialised unit for children who first need to learn English. But realistically, they are part of the main class environment, and they have to learn at the same pace as everyone else. It’s been great for us to see how Lexia has supported those children.

Can you give an example of a Lexia success that sticks out to you?

It always strikes me when children start off with quite low motivation with regards to education in general. To them, we are just one more person on their case, telling them something to do. Whereas when you watch them use Lexia, they’re playing games, having fun on the iPad and getting to have some downtime. They’re fully immersed in what they’re doing and you’ll see them have a little chuckle, you’ll look over and it’ll be an animation moving over the screen.

I think that has been wonderful for us to see something like Lexia, which can help with those hard-to-reach children. They might not want another person telling them we’re going to learn how to use full stops and capital letters, but instead, they’re seeing it as synonymous with games and playing. That’s been really nice to see.

I would also say confidence for children who have arrived with very little English. They may start off not knowing the routines, maybe not even having used a tablet before. Five months later, they come in, get their iPad, talk to their friends about what it is they’re learning, help another child to log in. So, it’s provided almost a sense of community for those children. Their peers are working on it as well, and they work in a little area together. It has supported them in embedding a daily routine whilst also learning those basic first literacy skills.

How have you used rewards to motivate and celebrate success on the Lexia program?

We have the Lexia certificates that we use. There are lots of different ways in which the certificates can be presented, but for us, the winner is always the bright, colourful one! The children love it because it’s got their first and last name so it’s official and it shows that it’s theirs. The fact that it references at the bottom to what it is they’ve achieved is great too. So many times, children will receive a certificate and if you were to ask them what it was for a week later, they might not be able to tell you. Whereas Lexia certificates specifically break down what they’ve been able to do. They then take that home and show it to their parents and rather than just ‘I got a certificate’, they can specifically explain why. So, certificates have been great for motivating our children, and teachers have used them in different ways. They’re always printed for the children, but sometimes they’re given out in assemblies as well. We also have them displayed on the large screen the children can clap for their peers and congratulate their Lexia success!

We use Dojo rewards at our school, so they’re also awarded for children that either complete a time goal or complete a unit. We found that for children that were struggling, they might be completing their minutes for the week, but there might be units that they’re still stuck on. So, we’ve looked at the data and used this to award a Dojo reward or incentive for when they finally get past that unit. That’s worked really well to support them progressing.

Often, the children celebrate their success with others. So, even if it’s not completing an entire level, you’ll see them talk to each other and they’ll swipe along the iPad and see how many more units they have to complete. It’s been lovely again to see them monitoring their own progress and sharing their successes with each other, which I don’t feel you’re able to do with other programmes. They can monitor it themselves so that’s massively helped, along with rewards, in keeping the children motivated.

How useful have you found the myLexia reports in terms of demonstrating progression and informing planning?

Lexia has been incredibly useful for our school. Whenever a child moves on to a new school, I download their progress reports and share them with their next school. This ensures that their new teachers know what they’ve already completed with us. The way the data is presented also allows us to see what skills the child had when they first took their assessment, which has been incredibly valuable.

If a teacher is unsure about a child’s progress, myLexia is a fantastic tool. It clearly shows whether the child has mastered basic skills and allows teachers to dig deeper into the specific skills they’re currently working on, along with their predictor traffic light status. We can instantly see their speed and accuracy in completing a particular skill.

I also like how the predictions update throughout the year, showing how likely students are to meet their goals. The progress tracking feature is excellent—it immediately highlights the percentage of children meeting their goals. I believe it’s essential to check the school overview each week, even if just one person does it and shares a summary with staff. It helps us identify where the children are and if there are any gaps for certain groups of children. It also helps us to identify if any children deserve a special shout-out for their dedication in completing their units.

I find the online platform incredibly easy to use, especially how the PDF reports and resources can be downloaded.

What main piece of advice would you give to a school that was just getting started with Lexia?

For schools just getting started with Lexia, my advice would be to involve as many staff members as possible. When it comes to initial training, or even just setting aside time in a staff meeting, use a demo account to explore the programme. Experience it from a child’s perspective—see how they access it, how they move through levels, and what happens if they get stuck. That way, when you observe pupils using Lexia, you’ll understand what they’re working on and be better able to support them.

Involving as many staff members as possible isn’t just about class teachers—it’s about teaching assistants too. Our TAs have played a huge role in embedding Lexia in our school, and much of our success is thanks to them. They know exactly which children should be using Lexia, they help get them set up, and they establish those routines quickly. The faster those routines are set at the start of the year, the sooner they become second nature for the children.

It can be difficult for staff to lead something if they don’t feel confident in it themselves. That’s why it’s so important to fully involve anyone who’s expected to use Lexia, helping them understand what it is and what it can achieve.

When it comes to parents, we ran a workshop when we first introduced Lexia, and we also have information available on our school website, which can be translated. So when children take home that initial letter about Lexia, parents have something physical to refer to. We also make sure every child gets their login card so they can access Lexia at home and show their parents what they’re doing.

Another great way to engage parents is by setting up a dedicated Lexia area at school events—whether it’s a parents’ evening or any open school event. Even just having a table with demo students logged in can make a big difference. Children who use Lexia naturally gravitate toward it when they see the logo, and they love showing their parents what they’re working on.

Celebrating success is also key. If a child is motivated and consistently meeting their Lexia minutes, let parents know! When parents see that their child’s engagement with Lexia is making a real difference at school, they’re more likely to encourage them at home.

Ultimately, the key is to involve as many people as possible—staff, teaching assistants, and parents—so that everyone understands what Lexia is and how it supports children’s learning.

What feedback have you had from your Lexia pupils?

We’ve had very positive feedback from the children. They love the ‘around the world’ theme—you’ll often hear them saying, “I’ve just been in China,” or “I’m moving on to India next.” For people unfamiliar with Lexia, they can wonder what it is they are talking about at first, but it creates such a buzz around the programme.

The visuals are eye-catching and vibrant, which makes a big difference. The children relate to them, and they spark conversations—especially any references to animals, which they are always interested in.

They also enjoy the mix of fiction and non-fiction texts. A lot of school materials are often photocopied in black and white, whereas Lexia’s content is bright, colourful, and interactive, which the children love. It’s easy for them to use, and they quickly learn how to track their progress. They like having something to listen to, and they know they can repeat instructions if they need extra help.

What’s great is that this enthusiasm comes from children at all levels—whether they’re right at the beginning of their Lexia Journey, learning basic print concepts, all the way to children in Year 6 working through comprehension tasks. For those at the higher end, Lexia helps them tackle new vocabulary and understand word meanings in a way that supports their learning.

Overall, it’s been fantastic to see such positive engagement from children at all ends of the spectrum.

Is there anything else you would like to add regarding why you think Lexia has been a success in your school?

One of the special things about Lexia is seeing the journey children go on. Some start at that very initial placement, settling into the nursery level skills, and then three or four years later, they’re not far off their peers in sentence completion or passage comprehension. Watching them go on that journey with Lexia supporting them every step of the way, is quite special.

When they move from Year 2 to Year 3, they already know Lexia is something they’ll continue with. They’re already familiar with the routines, which makes the transition seamless.

A lot of this success is testament to initial time and effort spent setting everything up. At first, it can feel like a barrier to be constantly chasing the same children or sorting out the infrastructure—but once those routines are in place, the daily running almost takes care of itself.

Getting as many staff members involved as possible—logging in, checking where children are up to—makes a big difference. The more people engaged, the better the experience for the children.

Most importantly, persevere with it. It’s so worth it. Once everything’s set up and running, you start to see the success shining through!

How We Closed the Reading Gap

At LexiaUK, we’re privileged to partner with schools that are committed to transforming literacy outcomes for their pupils. Hearing their success stories not only inspires us but also reinforces the impact of a thoughtfully implemented literacy program. In this post, we share how three schools have used Lexia to achieve remarkable results, and what we can learn from their approaches.

The Compton School – Identifying and addressing gaps early

The Compton School in North Finchley, London has successfully integrated Lexia into its whole-school literacy strategy, led by Assistant Headteacher Emily Walker-Nolan and Lexia Lead Deeya Sharma. Initially introduced to support with COVID catch-up, Lexia has now become central to Compton’s three-tier literacy approach, which includes staff training, targeted interventions, and comprehensive screening for Key Stage 3 students with reading difficulties.

Lexia’s adaptive features have proven effective in motivating students. The school enhances engagement by rewarding students with incentives like chocolates and postcards. Lexia is also used creatively across various settings, including transition programs for Year 6 students and daily routines such as breakfast clubs.

The program has led to impressive results, including a 20% increase in students meeting reading benchmarks. The school emphasises the importance of early implementation and actively involves parents through workshops and home-school communication.

Through these combined efforts, The Compton School has set a high standard for effective literacy intervention, ensuring all students experience progress and success.

What we can learn

The Compton School’s approach highlights the importance of early intervention. By identifyihttps://youtu.be/7FE5T_1WtU4ng struggling readers early, the school ensures they receive targeted support before gaps widen.

By integrating Lexia into their Year 6 transition, the school supports students in starting their secondary education with stronger literacy skills, potentially avoiding years of struggle. Early intervention not only helps address foundational gaps but also boosts student motivation and engagement, ensuring ongoing progress and success in literacy.

Watch The Compton School’s Full Interview

Herne Junior School – Motivating pupils with daily Lexia sessions

At Herne Junior School, Hampshire, Lexia has become a cornerstone of the school’s reading intervention strategy, particularly under the leadership of Lynne Tandy, the school’s SEN Assistant and Lexia Coordinator. Initially used as an early morning intervention for Year 4 and Year 5 pupils, the program evolved during the COVID-19 lockdown into a daily routine across the whole school.

By providing personalised learning experiences, Lexia helps close reading gaps, boosting students’ confidence. Lynne creatively integrates Lexia into the school day, offering morning sessions that include breakfast, and rewards that ensure engagement and motivation.

Her approach, which combines consistency, positive reinforcement and tailored support, has led to impressive improvements. For example, one pupil gained confidence after completing over 1,000 minutes on Lexia and advancing three levels. Lynne advises other schools to thoroughly explore Lexia’s features to ensure effective implementation.

Herne Junior’s success with Lexia is a testament to the programme’s potential when used creatively and consistently, making a lasting impact on pupils’ reading development.

What we can learn

Herne Junior School demonstrates the power of building pupil motivation and consistency. By embedding Lexia into the school day with consistent morning sessions, the school fosters a routine that encourages daily engagement with the program. This regular practice ensures that pupils see continuous improvement, building their confidence over time.

The reward system, including house points, stickers, and special reward activities, reinforces positive behaviour and celebrates small achievements, making learning feel rewarding and enjoyable. Lynne’s focus on creating a positive, supportive environment where learners are motivated to share their progress also plays a crucial role in maintaining high levels of engagement.

Herne Junior’s approach shows that when students are consistently encouraged, given clear goals, and rewarded for their efforts, they are more likely to stay committed and succeed in their reading development.

Watch Herne Junior School’s Full Interview

St. Alban’s Academy: Adapting to meet every pupil’s needs

At St Alban’s Academy, located in an area with high deprivation and significant learning gaps, Lexia Core5 was implemented as a whole-class solution rather than a small-group tool. This innovative adaptation ensured all pupils benefited from the program’s design of offering targeted support, regardless of their starting point.

The school adopted an effective routine: while some pupils worked independently on Lexia’s personalised online tasks, teachers focused on smaller groups to address specific learning needs. This model allowed for both individualised practice and focused intervention. Teachers also used Lexia’s detailed reports to inform lesson planning, ensuring that classroom teaching addressed areas where pupils struggled most.

The impact was transformative. Within five weeks, most pupils had gained two months’ progress, with the school’s most vulnerable learners making particularly notable strides. Teachers reported a significant reduction in workload stress, as Lexia’s adaptive technology provided vital support.

Beyond academic gains, the school saw an uplift in pupils’ enthusiasm for reading. Children began sharing their progress and favourite moments from Lexia, while teachers noted improvements in writing because of exposure to richer vocabulary and texts.

What we can learn

St. Alban’s Academy’s approach offers valuable lessons for other schools looking to maximise the impact of reading interventions. Their decision to implement Lexia Core5 as a whole-class intervention demonstrates the power of inclusivity in reading progress. By ensuring that every pupil, regardless of their starting point, could benefit from personalised support, the school effectively reduced learning gaps and promoted equity.

The integration of Lexia with targeted teacher interventions also highlights the importance of a blended approach that combines technology with teacher expertise. The use of Lexia’s detailed reports to inform lesson planning demonstrates how data-driven decision-making can enhance teaching strategies.

Read St Alban’s Academy’s Full Interview

Literacy Spotlight – Oakwell Rise Primary Academy, Barnsley

Our Star School for February is…

Oakwell Rise Primary Academy, Barnsley!

We had a great conversation with Grace Ashton, Assistant Principal and Georgina Shipp, SENCO and Assistant Principal at Oakwell Rise Academy. They shared how Lexia Core5’s personalised learning model has helped, not only to improve academic success in SATs, but boost their pupils’ confidence too!

How did you first come across the Lexia program and what led to the school’s final decision to purchase?

Grace: We’ve had Lexia now for a number of years. We were looking for something that the children could access with some independence. It’s fab for workload. With the placement test, it’s totally scaffolded and differentiated to the level that those children need. It’s helpful when you’ve got quite a few children within one classroom that need lots of different levels of learning.

I think we chose Lexia because it had good results and it was totally tailored to those children’s individual needs. Even within one lesson on Lexia, it automatically shifts between independent practice and guided instruction without the teacher having to do that. It’s very visual as well so it is easy to see if a child is struggling and, of course there are the Skill Builders and Lexia Lessons if those children are still struggling and need teacher input.

So, it was really about ease of use for us. Not only did it have cracking results, but it was easy for us to deliver and set up.

What do you feel makes Lexia stand apart from other reading skills software products on the market?

Georgina: I think for me, it’s really visual and engaging for the children. They enjoy all those elements, so it feels like a game. We never feel as if we are forcing them to do a structured intervention. It’s something that they’ve got that ownership over. They can see those levels are ticking up and when they are getting those certificates, they feel they are achieving. I like the way the levels are themed as well, its very beautiful as you work yourself around the world map. The kids really enjoy it.

Grace: I think it’s also the ease of use from both the students side and the staff side. It is so simple for the children to get logged on using the website or app. The myLexia staff area is really easy to navigate and simple as well. You can pick it up and run with it.

Georgina: From a tracking perspective, it does it all for you. All the lovely tables and lovely graphs.  It shows you visually where the children are starting from, where they’ve got to at this point and what we need to do to get them there next. It’s intuitive enough to know that it is doing that for us. So, we are not having to pull in other interventions because we know that Lexia is going to take us to that next level.

How is Lexia used in your school? 

Grace: The children that we target for Lexia are the children that are not currently working on their year group objectives so, we use it to give those children a push. We identify those children after assessments and based on teacher judgements.

Usually, children access Lexia at 8:30am each morning, so that is usually how those children start the day. We do also hold sessions in the afternoons which is monitored by a TA who checks and supports over the shoulder. We share the logins with parents as well so pupils are also able to access it at home. It’s a whole school approach and we value it.

Georgina: During our Pride Awards, all of the certificates that the children have earned throughout the week are handed out. We love celebrating their progress and the fact that those children have worked independently and have been achieving those goals for themselves.

I had one of the young men that I teach in Year 5 told me he had already gained 10 units that week and it was only Tuesday! I asked him how he had managed to gain 10 units already and he said, “I did it at home last night, I really want to get to the end of the program!”

That self-motivation is there and it’s in-build. I think it’s just part of our culture now. Because we are celebrating our Lexia children, we are noticing that children that are not doing Lexia are asking if they can do it too! They love it!

Describe the impact that Lexia has had on your pupils. Have you noticed a positive change in their motivation to succeed in literacy? 

Grace: We’ve seen that the children that are getting the greatest usage on Lexia and working through the units, their reading data in Year 6 from Autumn to May for the SATs has skyrocketed. Because it’s purposefully tailored to them and, at the higher levels there is a massive focus on comprehension, that really supports them with those SATs papers. Those children who are a little bit behind who are working are the lower levels are also getting those basic reading skills and phonics intervention from it, so it has the impact across school.

All of the children who are on Lexia make great progress in reading, but you can see that it does support SATs results as well.

Georgina: We have a lot of children with English as an Additional Language that attend here so those that are new to English may need a little bit more practice when it comes to reading and the English language. It’s helpful for them, particularly the way you can have instruction repeated. In addition to this, there are opportunities for adults to support if we are not understanding what they need. It really does help develop those children and gives them that daily practice with staff as well as independent practice when they get home.

Grace: What’s nice is when they are working on reading a text in the program, if there is a particularly tricky word, they can usually click on it and read about what it means and get a definition and a picture. This is not only fantastic for EAL children, but all children who have not got as much of a command of language. They do not need to constantly ask the teacher what each word means, they can develop their own independence as well which is nice.

Can you give an example of a Lexia success that sticks out to you?

Grace: It’s not so much a particular student but something that really stuck with me last year what when a few pupils started some of the units on Idioms. Of course, some of our EAL student were brand new to idioms like ‘break a leg’ but it linked very nicely to our writing topics and it came out that, actually, as a class, we weren’t quite sure what those idioms meant. We were then able to complete the Idioms Skills Builder as a class and use some of the additional resources in the Lexia materials to teach whole-class. The resource that is behind the program can be used in whole class sessions as well.

Georgina: I am fairly new to the school, but we had one young man, last year, that got to the end of the program and he got a massive prize for that! He was quite a nervous young man, and didn’t have a lot of confidence in himself. He had a diagnosis of autism and was quite timid and shy in himself but, seeing him up there and showing everyone ‘I’ve worked hard, and I’ve done this all by myself’. He just beamed and was so proud of himself. He really shone from the inside!

Grace: Yes, There was that confidence element but, within that, he went from a low starting point that year, to passing at the end of the year. Lexia was a contributor to that.

How have you used rewards to motivate and celebrate success on the Lexia program?

Grace: We place a lot of value on the certificates that we give out in our weekly Pride Awards assembly. For example, I had a little boy who got two certificates in one week. When he achieved the second one, I asked him if he wanted it to be printed straight away or to save it for the next awards in a weeks’ time. Even though he had to wait, he chose to wait until the Pride Awards because he wanted to stand up in the assembly.

The teachers really value it too. We use Dojo’s and house points if children are doing well during the week. We also have awards for Star Learner, Class Champion and Homework Hero and sometimes staff choose to award those to children trying really hard on Lexia as well. So it is valued and promoted in every assembly.

Georgina: We also take a picture of every child that has achieved a Lexia certificate and that goes on our social media page so we are communicating with parent how much we value to time they give to Lexia at home. So we celebrate in the wider school community as well.

How useful have you found the myLexia reports in terms of demonstrating progression and informing planning?

Grace: I like the colour coding of the myLexia reports, like how you can see what progress they have made in the year so far against their overall progress. You can also go into the detailed reports where it clearly shows the speed at which they are progressing and their accuracy score. It also provides information on how independently the children have completed each unit so, even if they have worked at a low speed, we can see if they have done it on the independent mode or have they needed help with Guided Practice. It’s really helpful to see that detail of pace, accuracy and independence in their work.

Georgina: From a SEN perspective, we use the report to inform our support plans. If a child’s not successful on that level, then what support do we need for that? We track their progression over time from their last support plan to this support plan to see if we are getting the right level of progress that we are expecting. If not, we may also look into wider professional to see what that further support might look like. For example, do they need additional tuition from a dyslexia specialist? So, we use the reports widely from a teaching a learning perspective, but we are also looking at it from an SEN perspective as well.

What main piece of advice would you give to a school that was just getting started with Lexia?

Grace: Last year we had some Lexia training and that was useful to build staff knowledge of the program and what is covered in each level. I think it’s important to value the program and share with staff the value of Lexia and the impact that it can have. We are all so busy in schools but it really helps to make sure it is something that you give the time to. The CPD session in particular was very helpful, not only to see what the children’s side looked like and what the teachers’ side looked like, but building that knowledge of what each level covers. That way when they see one of their children are on Level 7, they know exactly what skills they are working on.

Georgina: I came to this schools from another that had Lexia and, the fact that it is timetabled in every day here and that every child has the opportunity to access it, it makes a big difference. They have all got a device to access it, they all have their login, we have trained the children on how to log in successfully and we’ve got everything that we need for them to be successful. The main thing is that they have actually got that time allocated to it and it is prioritised in the timetable. It’s not something that maybe one or two might access when we have got 5 minutes. It is prioritised, it’s valued and its something that is celebrated and rewarded. I think that’s what makes it really successful here. Children need to be accessing it with real rigour for it to be purposeful.

What feedback have you had from your Lexia pupils?

Grace: They love it, they enjoy it. They like the certificates. Some of our lower attaining children that struggle in other areas love it because it is perfectly tailored to them. They are getting that reward every week, at their level and it is valuing their efforts. I think with the younger children, it is so visually appealing, that they genuinely love going on it. Even the Year 6’s, the oldest in school, will go on it from home so they clearly do enjoy using it.

Is there anything else you would like to add regarding why you think Lexia has been a success in your school?

Grace: I think it just goes back to the confidence that the children have grown with Lexia but also the academic success. It’s got both of those lovely aspects of supporting children in developing their confidence and their academic success. Children that had have previously had a negative outlook on reading, but actually because they’ve caught up and they’ve build those skills, the have come into general reading and writing lessons with that little bit more confidence and belief in themselves, which is really lovely.

4 Common Barriers to Reading Growth in Key Stage 2 Pupils

Reading is a cornerstone of learning, yet many primary pupils encounter challenges that can prevent them from achieving proficiency. Addressing these obstacles requires both targeted interventions and fresh approaches that go beyond ‘more of the same’.  In this post, we’ll explore four common barriers to reading growth in Key Stage 2 pupils and share strategies to improve literacy in the classroom.

1. Stalling Progress with ‘More of the Same’ Approaches

For some pupils, traditional classroom strategies simply aren’t enough. This is especially true in Key Stage 2, where struggling readers may have fallen behind despite prior intervention. Without fresh approaches, these pupils risk continuing to lag further behind their peers.

How to Overcome This:

Teachers can support pupils by shifting to strategies that revisit and rebuild foundational skills while introducing engaging, differentiated instruction. Look for programs that identify gaps in learning and offer personalised, adaptive pathways to mastery. These approaches ensure that pupils aren’t stuck repeating methods that haven’t worked for them.

An effective solution should provide both students and teachers with a renewed approach—offering a way to re-engage pupils with targeted, manageable steps toward progress. Consider using technology to track mastery and provide immediate feedback, making the learning process more transparent and motivating for pupils.

2. The Challenge of Catching Up and then Keeping up

Many struggling readers in Key Stage 2 are expected to both “catch up” on missed Key Stage 1 skills and then “keep up” with increasingly complex content in upper school. Balancing these demands is challenging for both pupils and teachers.

How to Overcome This:

Effective catch-up strategies focus on identifying and targeting the specific gaps from Key Stage 1 that continue to hold pupils back. Diagnostic assessments can pinpoint which phonics, fluency, or comprehension skills need reinforcement. In addition, it’s crucial to then scaffold Key Stage 2 learning to ensure pupils can access age-appropriate texts and deepen their understanding of content.

Building comprehension and vocabulary skills in tandem with decoding skills provides a holistic approach to literacy development. A structured approach that integrates both catch-up and keep-up strategies ensures no time is wasted and that pupils remain on track to transition to secondary school as confident readers.

3. Ensuring Equity in Literacy Growth

Disadvantaged pupils are often disproportionately affected by literacy gaps, and traditional approaches may not address these needs effectively at the scale required. Teachers need solutions that ensure all pupils, regardless of their starting point, have access to equitable literacy instruction.

How to Overcome This:

Innovative use of technology can level the playing field, offering consistent, personalised instruction to every pupil. Research-backed adaptive programs adjust to each pupil’s needs, helping disadvantaged learners catch up and make real progress, even when resources are limited.

Additionally, focusing on growth milestones rather than simply meeting age-related standards can help build confidence and momentum for struggling readers. Providing regular opportunities to celebrate small victories encourages persistence and motivates pupils to continue improving.

4. Navigating the Overload of Literacy Strategies

With countless literacy programs and interventions available, it can be overwhelming to decide which approaches will truly benefit pupils. Many programs claim to be “research-based,” but there is an important distinction between being “research-based” and “research-proven.” Without clarity on the difference, teachers may invest valuable time and resources in strategies that lack evidence of effectiveness in real classrooms.

How to Overcome This:

To ensure pupils benefit from approaches that genuinely work, focus on strategies that are research-proven. These are programs that have undergone rigorous testing and evaluation, demonstrating measurable and consistent improvements in learning outcomes. A great place to start is the EEF Promising Programmes list, which highlights interventions backed by solid evidence.

When evaluating literacy programs, ask critical questions:

• Has the program been tested in settings like yours (e.g. primary schools)?
• Are the results of the research transparent and peer-reviewed?
• How significant were the outcomes, and were they sustained over time?

It’s also important to remember that even the best programs require effective implementation to succeed. Pairing research-proven interventions with professional development and ongoing teacher support will maximise their impact.

The Lexia Advantage

Lexia Core5 Reading is designed to help Key Stage 2 pupils overcome these common barriers, offering a truly fresh start for both learners and their teachers:

1. A Renewed Approach Where “More of the Same” Isn’t Working: Core5 identifies and revisits Key Stage 1 skills not yet mastered, helping pupils catch up quickly while re-engaging them with reading in an enjoyable, age-appropriate way.

2. Catch-Up and Keep-Up Strategies: Core5 ensures pupils master essential reading skills while continuing to develop comprehension and fluency. This dual focus prepares pupils for secondary school with the confidence and proficiency they need to succeed.

3. Equitable and Achievable Progress for All Pupils: Proven to deliver results, particularly for disadvantaged pupils, Core5 uses innovative technology to provide personalised and impactful instruction on a larger scale.

4. Designed for Teachers, by Teachers: Core5 empowers educators by providing detailed diagnostics and actionable insights, enabling precise and personalised teaching without adding to their workload.

5. Research-Proven: Lexia Core5 Reading has undergone rigorous evaluation to ensure its impact on literacy outcomes is both measurable and meaningful. It is included in the EEF Promising Programmes list, highlighting its proven ability to accelerate progress, particularly for disadvantaged pupils. Unlike programs that are merely research-based, Core5 delivers evidence-backed results in real-world classrooms, giving teachers confidence that their efforts are making a genuine difference.

With Core5, teachers can provide targeted support that equips pupils to thrive as readers, all while making teaching more effective and time-efficient. It’s more than just a reading program—it’s a tool for closing gaps, fostering equity, and empowering educators.

Discover more about Lexia Core5 Reading

Why Confident Readers Make Confident Learners

Reading is much more than a skill—it’s a gateway to understanding the world, unlocking potential, and building a foundation for lifelong learning. For school leaders and educators alike, prioritising literacy is key to fostering both academic success and personal growth in pupils. Confident readers often become confident learners, and in turn, this confidence supports better engagement, wider progress, and positive outcomes across the curriculum.

In this post, we’ll explore the link between literacy and learning confidence, discuss its impact on pupil outcomes, and provide actionable strategies to promote reading at the school and classroom levels.

The Connection Between Literacy and Confidence

Children who are confident in their reading abilities tend to carry that confidence into other areas of their learning. The ability to read fluently allows pupils to engage with texts across all subjects, from science experiments to history lessons. This understanding fosters a sense of achievement and autonomy, empowering pupils to participate more actively in discussions and group activities.

The ripple effect is profound. A child who feels capable when tackling a challenging book will often approach other tasks, such as solving maths problems or writing essays, with the same belief in their abilities. Confidence in reading equips children with the self-assurance to persevere, problem-solve, and explore independently.

Literacy: The Key to the Curriculum

For many pupils, the ability to read and comprehend written materials is essential for accessing the full breadth of the curriculum. From deciphering exam questions to following instructions for a science experiment, reading underpins success in every subject.

Yet, pupils with low literacy levels face significant barriers. A lack of reading confidence can lead to disengagement, frustration, and a widening gap in achievement. The good news is that focused reading interventions can transform not only a pupil’s academic outcomes but also their overall attitude towards learning.

By prioritising literacy, schools can create an environment where all pupils—regardless of their starting point—have the tools they need to thrive.

Adopting a Literacy-for-All Mindset

Equity in literacy means ensuring that every pupil—regardless of background, ability, or starting point—can develop strong reading skills. For many schools, this requires a shift from a one-size-fits-all approach to a more personalised and inclusive strategy. To achieve this, the following steps can be taken:

• Identify Needs: Use data to pinpoint groups of pupils who may face barriers to literacy, such as those with English as an additional language (EAL), pupils with special educational needs, or those from disadvantaged backgrounds. Once you’ve identified these groups, ensure that interventions are designed to address their unique challenges.
• Personalise Support: Offer tailored interventions that cater to different skill levels and learning styles. For example, visual learners might benefit from graphic organisers or illustrated texts, while auditory learners may respond better to listening activities or group discussions.

• Provide Diverse Resources: Use a variety of materials, including digital tools and age-appropriate texts, to engage learners at all levels. In addition, offering a mix of group activities and one-to-one support ensures that no pupil is left behind.
• Create an Inclusive Culture: An inclusive school culture that celebrates diversity in literacy can make a big difference. Use texts that reflect the cultural and linguistic backgrounds of your pupils, making reading relevant and relatable.

Integrating Reading into Every Subject

Embedding reading across all subjects is essential to fostering confident learners. Disciplinary Literacy, which focuses on the specific reading and writing skills required within each subject, can help children make connections between their literacy skills and their understanding of various subjects.

Here’s how to integrate reading seamlessly into every subject across the curriculum:

Adapt Reading Strategies for Each Subject: Each subject has its own language and methods of communication. For example, history often involves analysing text with a focus on cause and effect while science relies on reading technical vocabulary.

Create Cross-Curricular Reading Opportunities: Incorporate reading tasks into various subjects to show pupils how literacy skills apply beyond English lessons. For example, use non-fiction texts in science to explore topics like habitats or forces, or historical letters and diary entries in history to bring key events to life. By embedding reading into different areas of the curriculum, pupils develop a deeper understanding of subject content while strengthening their comprehension and critical thinking skills.

Foster Vocabulary Development Across Subjects: Teach subject-specific vocabulary explicitly, incorporating morphology to help pupils understand and use academic language. For example, break down terms like “photosynthesis” into its Greek roots—photo (light) and synthesis (putting together)—to deepen understanding. This approach not only builds confidence in using complex vocabulary but also equips pupils with tools to decode unfamiliar words independently.

Integrating Reading into Every Subject

Embedding reading across all subjects is essential to fostering confident learners. Disciplinary Literacy, which focuses on the specific reading and writing skills required within each subject, can help children make connections between their literacy skills and their understanding of various subjects.

Here’s how to integrate reading seamlessly into every subject across the curriculum:

1. Adapt Reading Strategies for Each Subject: Each subject has its own language and methods of communication. For example, history often involves analysing text with a focus on cause and effect while science relies on reading technical vocabulary.
2. Create Cross-Curricular Reading Opportunities: Incorporate reading tasks into various subjects to show pupils how literacy skills apply beyond English lessons. For example, use non-fiction texts in science to explore topics like habitats or forces, or historical letters and diary entries in history to bring key events to life. By embedding reading into different areas of the curriculum, pupils develop a deeper understanding of subject content while strengthening their comprehension and critical thinking skills.
3. Foster Vocabulary Development Across Subjects: Teach subject-specific vocabulary explicitly, incorporating morphology to help pupils understand and use academic language. For example, break down terms like “photosynthesis” into its Greek roots—photo (light) and synthesis (putting together)—to deepen understanding. This approach not only builds confidence in using complex vocabulary but also equips pupils with tools to decode unfamiliar words independently.

A Vision for Literacy with Confidence

Schools that prioritise literacy see a profound impact on their pupils’ outcomes. When reading is embedded in the school’s culture, pupils gain not only the skills to access the curriculum but also the confidence to be curious, explore and express themselves.

This transformation often starts with leadership. By championing literacy initiatives, school leaders can create a school-wide focus on reading that benefits every child, fostering a thriving, inclusive community where all learners can succeed.

Partnering with LexiaUK for Literacy Success

At LexiaUK, we believe in Literacy for All. Our mission is to empower schools with evidence-based tools and strategies to transform reading outcomes for every pupil. From targeted interventions to whole-school solutions, we provide the support schools need to make literacy a priority.

If you’re ready to unlock your school’s potential through reading, we’d love to hear from you. Contact us today to discuss your needs and discover how LexiaUK can help you achieve your vision for school-wide literacy success.

Literacy Spotlight – Meersbrook Bank Primary School, Sheffield

Our Star School for January is…

Meersbrook Bank Primary School, Sheffield!

We spoke to Claire Brammer, Teaching Assistant at Meersbrook Bank School. She told us how they have utilised Lexia Core5 and the myLexia reports to boost reading skills and motivation in pupils of all abilities.

How did you first come across the Lexia program and what led to the school’s final decision to purchase?

Lexia was introduced to us by our SENCO at the time. It came into school as just a few licenses at first and that’s how I adopted it, by testing it with some of the children that I supported at the time. The children really got into it. They made great progress, and before long, we rolled it out across the school. We quickly worked out that it wasn’t just for SEN children, by actually, our gifted and talented children could be pushed by using Lexia because it worked at their level. It didn’t matter if they are above their year level because it worked with them. It then quickly became a thing that we used across the school with a focus on our older children.

What do you feel makes Lexia stand apart from other reading skills software products on the market?

I think it’s the fact that it assesses the child and works at their speed. If they are succeeding, it will move them through the levels faster and when they reach their ceiling or a sticking point, it then focuses on that skill until they have got it and allows them to move on. One thing I really like about Lexia is that it isn’t just a multiple guess. Some online programs tend to work on a ‘trial and error’ model which allows them to guess, but Lexia doesn’t let them do that. It will take them back when they are struggling and give them more practice based on that skill, rather than just giving them the same questions over and over.

I also like that it provides you with the one-to-one interventions if you need them. So, it will flag up that a child is stuck and at that point you can print off a one-to-one intervention lesson. They can be delivered by anybody because they are so self-explanatory, you do not have to be au fait with Lexia to deliver it. You can print it off and hand it to any adult in school and ask them to spend 5 minutes on a skill with a child. It just help support them within that skill set that they are struggling with. It’s not just a computer-based intervention.

The children also like that it marks them instantly, so it gives them that instant feedback. They haven’t got to wait until the teacher marks their work and gives it back the next day which for a lot of our children is too long and they can lose interest. With Lexia, its an instant reward or correction for them and I think that seems to work really well.

It’s also the way that we can track it easily. It isn’t something that we have to then assess and analyse. It does it all for you and you can print out all your reports just be clicking the right button!

How is Lexia used in your school? Please provide details of your daily routine and how you ensure that you reach recommended usage as well as which pupils use the program in school.

We’ve used Lexia in many different ways over the years and we have used Lexia for quite a few years now! The current model we are running, which at the moment we feel works well, is that the children will have access to the computer suite for the first 20 minutes of the day. The children come straight into the Lexia Lesson so they have got 20 minutes of Lexia in the morning. We can facilitate all of our Key Stage 2 children in this way, whether it’s Year 3’s or Year 6’s, there is always an adult on hand in that room to support those children, usually myself. Once they know how to use Lexia, we give them the opportunity to have at least 3x 20 minutes slots within the school week.

We also, particularly with our younger children, build it into our guided reading carousel within the classroom. So at least once a week they will have a Lesson session in Guided Reading as well.

When a child is added to Lexia, the information is sent home to parents for them to be able to access it from home. We have having quite a good uptake this year. We’re not a school that sends home homework beyond reading and spellings. So, for our Lexia children, they can access Lexia from home as a homework. A lot of the parents like it especially since you can get it in different devices like iPads.

When they come in first thing in the morning, they settle down and get on because they enjoy it and they want to get their next certificate and show they have completed a task.

I will then keep an eye on where they are using myLexia and if there is anything that needs to be delivered individually, I will either pull them aside during that morning slot, or it will be passed to the class teacher to deliver during the day.

Describe the impact that Lexia has had on your pupils. Have you noticed a positive change in their motivation to succeed in literacy? 

They absolutely love Lexia and will ask me every day if they can do more tomorrow! You can see them in class, doing a piece of writing and suddenly they will say ‘I know how to spell this, it was on Lexia yesterday!”

We have some Year 3 children who are quite new to Lexia this year,  but since leaving the phonics programme, were struggling with phonics and reading. Now, I’m watching them fly through the Lexia levels. Lexia seems to be the way that they prefer to access phonics teaching.

Children who have found phonics and reading difficult, they can be a bit down and they don’t want to read, but they want to come in and do Lexia and earn their next certificate. They are coming to me on a Monday morning to let me know they earned a certificate over the weekend.

Also, the parents are messaging saying that their child is wanting to read at home now, and wanting to do Lexia at home now so they can read them the sentences and passages to show them what they can do.

We are only at the end of their first half term with Lexia, but it’s nice to see their attitude towards phonics, reading and spelling is very different to what it was at the end of Year 2. They are much more positive about what they can do.

We even have Year 6’s asking if they can continue Lexia in Secondary school!

Can you give an example of a Lexia success that sticks out to you?

At the beginning of last year we had a new child starting who joined us from Korea so English was a second language for him. We popped him on to Lexia because it gave him that daily input of the English language that the teachers was not always able to give him one to one. By the end of the year, he completely caught up with the rest of his class and he is flying high now!

We used Lexia with him, not because he was a low ability child, but just to give him that exposure to the English language, the spellings, the written word, and everything he needed to be able to access the classroom learning.

How have you used rewards to motivate and celebrate success on the Lexia program?

The Lexia Certificates are very popular. They really like having their Lexia certificates.

For the children that have progressed slower through the levels because they have reached their ceiling so they are not getting certificates quite so often, we use Class Dojo in school. We can use those smaller rewards when they have completed a section or activity, or if their attendance in the Lexia sessions is good and they have managed to complete plenty of minutes. They will earn points for those types of things.

Like a lot of schools, we do special mentions and stars of the week at the end of the school week, so we make sure to include the Lexia children into things like that as well. Often, I will include a child who has reached their target for the week or have completed all their minutes as my star of the week. Things like this can really motivate the children and they will start coming to me the following week telling me they have 50 minutes so far this week and it’s only Wednesday! They want to be recognised for their work too.

How useful have you found the myLexia reports in terms of demonstrating progression and informing planning?

The reports are totally invaluable. They’re absolutely brilliant!

We use them to inform our parents at meeting and parents’ evenings. If we have parents’ meeting coming up, I will always make sure that I’ve printed off the most up-to-date reports for teachers to talk through in their meeting.

For SEN pupils who have EHCPs, it’s always printed off and fed into their paperwork there.

I like to be able to log on and see which children have been accessing and for how many minutes. The fact that dates when they have completed it, it makes it easy to see when they are accessing from home too.

Last year, for the first time, we printed the parent reports and sent them home. The parents absolutely loved having those and I think it encouraged some of our parents to get their children to access it from home. We noticed a big uptick of use over the summer which was great!

If we get a message from a parent asking what they can be working on with their child, its great to be able to log on to myLexia as see they need to work on prefixes and suffixes, for example. So, it really helps with them.

I like how much is available with myLexia. I am a bit of a button-clicker so every time I open it up I will find something else that’s useful. At first, some teachers saw it as a bit of an extra job within a teacher’s week but, it can be time-saving. Now, teachers are accessing it during their planning sessions to access the additional resources, reports and Lesson Plans. Lots of the resources and activities can be used with a group of children or whole class so it doesn’t just have to benefit the Lexia children. myLexia has become integral to feeding into teachers’ classroom planning. It’s helped get more of the teachers on board with Lexia. Instead of the students disappearing off to their Lexia sessions and coming back, teachers are understanding what is happening in those sessions and take part in it more.

What main piece of advice would you give to a school that was just getting started with Lexia?

I think the main thing is fitting it into the school day. Giving it that time and fitting it well into the school day is important. Lexia is not very adult labour intensive so it’s about not being afraid to use it with larger groups. Now that the children are trained up and know how to use it, I can have 40 children come to me in the IT suite at the same time. It doesn’t matter whether they are in Year 3 or Year 6, for those 30 minutes, all 40 are engaged, they’re all progressing and they’re all learning at their level. Giving that time to training the children to use it and giving them that input means that in the long run, you can reach so many more pupils.

What feedback have you had from your Lexia pupils?

The children absolutely love it. They are always asking me if they are doing Lexia today. We don’t close our register until 9am and a lot of our students didn’t show up to school until 9am. Now that they know they’re doing Lexia on certain days, they are the first children at the gate because they want to get in quickly to get their full 20 minutes on the program. It has significantly improved their motivation, they are eager to come in and get logged on so they can get started.

They love that it is so visual and the cartoon style, as well as the little animations they get when they finish a task. They also love that they can learn some facts about the animals on their level screen, They want to get to the next level so they can learn some new facts and take them back to class to share with their teachers! They don’t see it is as work, they want to come and ‘play’ Lexia.

They also like that its catered to their level. They know it’s not going to give them something too difficult and, if it does get too difficult, then it’s going to guide them through at their pace and give them the information they need.

Is there anything else you would like to add regarding why you think Lexia has been a success in your school?

I’ve worked in this school for over 20 years, and I have done Lexia for quite a few of those years. But every year, when we come back, it looks slightly different, and it has been updated. It doesn’t use the same content and images that were used 10 years ago, it keeps changing with the children’s interests. Every year, I am excited to see what has been updated and how it keeps growing.

Your School Needs a Lexia Coordinator

Allocating a dedicated Lexia Coordinator is one of the most effective ways  your school can get the most out of Lexia Core5 Reading or Lexia PowerUp Literacy. A Lexia Coordinator oversees the day-to-day running of the program, making sure it’s been implemented effectively. But what does that look like in practice, and how can schools ensure this role has the impact it deserves? In this post, we’ll explore the benefits of having a Lexia Coordinator and offer practical tips for success.

The Key Role of a Lexia Coordinator

A Lexia Coordinator is the key link between your Lexia program and your school’s operations. Their primary responsibilities include:

• Ensuring Consistent Program Usage: A Lexia Coordinator keeps the literacy program at the forefront of teachers’ daily plans. They encourage regular usage across classrooms, ensuring students are engaging with Lexia consistently to make progress.
• Data Monitoring and Reporting: myLexia provides detailed data on student progress. The Lexia Coordinator monitors this data to identify where pupils need additional support and shares these insights with teachers to shape interventions.
• Supporting Staff: The Lexia Coordinator acts as a resource for teachers, answering questions, offering guidance on how to use the program, and sharing strategies to improve results.
• Liaison Between School and LexiaUK: Coordinators bridge communication between your school and LexiaUK, keeping staff informed about updates or best practices and ensuring any technical or educational queries are addressed quickly.
• Celebrating Success – The Lexia Coordinator plays a vital role in promoting the celebration of milestones among staff and students—whether it’s printing and awarding certificates, posting celebrations on social media, or sharing achievements with parents. This recognition helps keep students engaged and proud of their progress.

Tips for a Successful Lexia Coordinator

Assigning a Lexia Coordinator is the first step, but how do you make sure the role is as effective as possible? Here are five practical tips:

1. Choose Someone with a Passion for Literacy – Your Lexia Coordinator should be someone who is committed to improving literacy outcomes and has strong relationships with staff and students. A literacy champion can inspire others to engage more actively with the program, making sure it becomes an integral part of the school’s learning environment.
2. Allocate Regular Time for the Role – It’s crucial that the Lexia Coordinator has dedicated time to manage the program effectively. Whether it’s during planning periods or INSET days, ensure there is time set aside for them to monitor data, review student progress, and address any challenges.
3. Encourage Regular Data Reviews – Lexia’s data insights are one of its most powerful tools. Regularly reviewing student progress allows the Coordinator to identify trends and patterns, ensuring students who are falling behind are given the right support. Set up weekly or fortnightly data reviews to keep everything on track.
4. Offer Ongoing Training and Support – The role of Lexia Coordinator isn’t a ‘set it and forget it’ position. Make sure they have access to ongoing training from LexiaUK, including resources, webinars and videos. Annual training is included as part of your school’s Lexia package, so there is nothing further to pay to access ongoing support.
5. Maintain Open Communication – It’s vital for the Lexia Coordinator to provide regular updates to staff and leadership. By sharing progress reports, celebrating student successes, and addressing areas for improvement, the Lexia Coordinator keeps everyone engaged and aligned with literacy goals.

Why Your School Needs a Lexia Coordinator

Allocating a Lexia Coordinator is a practical way to maximise the benefits of Lexia programs in your school. With a Coordinator in place, you ensure that Lexia is being used effectively, student progress is regularly tracked, and teachers have the support they need to succeed.

If your school has already appointed a Lexia Coordinator or is thinking about doing so, we’re here to help. LexiaUK offers comprehensive training designed to empower your Coordinator, helping them to thrive in their role and ensure your school gets the most out of our programs.

Get in Touch for Lexia Coordinator Training and Support

To learn more about how LexiaUK can support your Lexia Coordinator with training and resources, reach out to our team today. Whether it’s through our webinars, one-to-one support sessions, or detailed guidance on data usage, we’re here to ensure your Lexia Coordinator is fully equipped to make a lasting impact.

Contact us to get started and boost literacy outcomes for all your students.

Unlocking SATs Success with Lexia

Standardised assessments like SATs are a crucial milestone in every pupil’s journey, assessing core areas such as reading, writing, and maths. However, for many students, especially those struggling with reading proficiency, SATs can be a daunting hurdle. Reading is the foundation upon which other subjects rest. Without strong literacy skills, students will find it challenging to interpret questions, follow instructions, or engage with written content, ultimately affecting their performance. Addressing this challenge early on can make a big difference to overall performance in SATs and as they enter secondary education.

The Literacy Challenge in SATs

According to the Department for Education, around one in five children leave primary school without meeting expected reading standards. This literacy gap not only impacts SATs but also influences long-term academic success and self-confidence. A lack of reading proficiency makes it harder for students to understand exam questions, which are often embedded in complex text. Students who struggle with reading comprehension may also face difficulties in grasping key concepts in other subjects such as maths or science, as these areas frequently require interpreting written instructions or problem-solving questions.

Schools are increasingly focusing on how they can bridge these gaps early on, particularly through reading interventions. Developing strong literacy skills is not just about preparing for SATs; it’s about empowering students to access the entire curriculum, engage with learning, and feel more confident in their abilities.

Supporting Reading in Preparation for SATs

1. Identify Early Literacy Gaps
   Conduct regular assessments to identify students who may be falling behind in their reading development. Early identification allows for timely interventions that can prevent the gap from widening as SATs approach.
2. Targeted Reading Interventions
   Provide focused reading support that addresses students’ specific needs. Tailored interventions targeting areas such as phonics, vocabulary, and comprehension can ensure that pupils receive the specific instruction required to strengthen their literacy skills effectively.
3. Encourage Reading Across the Curriculum
   Encourage reading beyond English lessons. Engaging with texts in science, history, or maths builds familiarity with academic language and the types of complex texts they will encounter in their exams.
4. Monitor Progress Regularly
   Use data-driven approaches to track progress and adjust support as needed. Regular monitoring helps teachers understand whether interventions are working, and which areas still need attention.
5. Boost Confidence with Measurable Success
   Encourage students to celebrate their reading progress. Building confidence through small, measurable achievements helps students feel prepared and capable when they face the challenges of SATs.

How Lexia Core5 Reading Can Help

Supporting your pupils’ reading development is crucial for unlocking SATs and future academic success, and Lexia Core5 Reading provides practical solutions to each of these key steps. With built-in formative assessment, Core5 helps teachers identify early literacy gaps by automatically evaluating students’ reading skills and adjusting instruction accordingly. The program’s targeted interventions offer personalised support, focusing on specific areas like phonics, vocabulary, and comprehension to ensure that students receive the instruction they need most. Core5 also encourages reading across the curriculum, providing practice with a variety of texts and academic language, which helps students tackle subject-specific challenges in SATs.

Additionally, Core5’s real-time progress monitoring enables teachers to track student performance, making it easy to adapt support as needed. Finally, the program’s measurable progress features help build confidence, offering students regular opportunities to celebrate their reading achievements, ensuring they are prepared to succeed in SATs and beyond.

To learn more about how Lexia Core5 Reading can help your students unlock their full potential and succeed in their SATs, explore our programme and discover why thousands of schools have confidence in Lexia to deliver results.

Learn more about Lexia Core5 Reading

Literacy Spotlight – Herne Junior School

Our Star School for December is…

Herne Junior School, Hampshire!

We had a fantastic conversation with Lynne Tandy, Lexia Coordinator and SEN Assistant at Herne Junior School. She shared her journey with Lexia, from first discovering it over lockdown to cultivating the positive, successful and energetic Lexia sessions she runs today with her pupils.

Watch and read the full interview below.

How did you first come across the Lexia program and what led to the school’s final decision to purchase?

When I came into the school and interviewed it was already in place. I had never come across it before and the school were keen to continue using it. It was a big learning curve for me to look into it and at the time, it was being used as an early morning intervention with Year 4 and Year 5.

I started in 2019 and, when COVID hit, I used that time to look in depth at Lexia and that’s when I found that all the doors opened. I started to properly grasp how it worked and where we could go with it.

As the children were working at home, I started up by contacting parents to try to encourage them to continue on Lexia at home every week. I emailed every child via their parents to let them know that I was checking up on their success, their minutes, completed units and if there was anything they were struggling with. I could email home the Skills Builders or Lessons and certificates. I would also put positive images and gifs in the emails. It inspired the children and I could see when I looked back on their progress how much more they had done because they knew I was monitoring it. That was how I first really hit Lexia.

From then on, as we gradually came back into school, my role was to deliver it to Year 4 -6 for 2-3 mornings a week each. Once I started that, I noticed that not completing Lexia every day was having an impact on their learning. I suggested instead that we have each year group complete Lexia Monday to Friday morning for a half term each. The children would come in early and we would provide a breakfast snack and complete some units on Lexia. I found it worked well to celebrate the units they were completing rather than their minutes. It would blow their minds finding out just how many units they were able to achieve!

What do you feel makes Lexia stand apart from other reading skills software products on the market?

I originally came from an infant’s school so I’ve never really come across a reading program like Lexia. Obviously, they do phonics in Key Stage 1 but Lexia is the complete package that breaks everything down. I often find that when they do their Auto Placement test, some of then can find their starting level fairly easy but there are some clear gaps that need to be plugged. I have found in the past that if those little gaps aren’t plugged, they can become wider, immeasurable gaps by the time they get to upper Key Stage 2. I feel that when they do Lexia in their first half term, they are plugging the gaps but they are also gaining confidence because they are achieving and setting themselves up to succeed. I think that is really important.

I think Lexia is just the whole package. I find the Skill Builders helpful too. I had a child that I was working with this morning who was struggling with High Frequency Words, so I gave them the Skill Builder to do at the start of the session as a warm up. Once he returned to the program, he was no longer struggling and he was able to move on.

How is Lexia used in your school? Please provide details of your daily routine and how you ensure that you reach recommended usage as well as which pupils use the program in school.

Each term we use an assessment tool that tests the children’s reading ages. We have a cut off for each year group and any children that are below that reading age will be identified as needing Lexia.

Most children are able to attend the early morning sessions, but for the children that can’t we still give them Lexia but I will work with the class teacher to fit it around their day in class. I will still monitor them in the same way and pop into class or leave them a little note letting them know that they are doing well and acknowledging the units they have completed. It really helps!

Describe the impact that Lexia has had on your pupils. Have you noticed a positive change in their motivation to succeed in literacy? 

They are very keen to share their progress. In the past, I felt that some children were just sitting there struggling and not asking for help. But now, they ask for help and there is more positivity. They are keen to share their achievements with teachers and I will go into their classrooms to present their certificates and prizes, so that success is shared in the classroom. The other children notice and you can see them physically lift out of their chair because the feel so proud of their achievements.

We’ve got 2 children in particular this term who have moved up 3 levels and one has done 1119 minutes and the other one has done 936 minutes. It blows me and my colleague away! It is just an absolute joy to see their faces and their determination. Whereas before when they were only accessing it for 2 or 3 days, the continuity wasn’t there. I feel now we’ve got it right for us here at Herne and our children. We are definitely on a journey, a positive learning journey for them.

It’s a team effort, really. It’s not a stand-alone thing and we are not just on our own. It’s shared with the whole school, and everybody knows about it.

It was important that we got the teachers feedback when we increased the Lexia time and they were behind it 100%. They said that they could see that improvement and they were keen to maintain it. I know that the teachers next half term will do everything they can to ensure the children continue to get access to Lexia once they finish with me. Any spare time in class will be used and we send letters home, reminding them how to access it at home.

Can you give an example of a Lexia success that sticks out to you?

We had one young lady who came in very quiet. She needed a big boost of self-esteem. Now she bounds in every day. She has completed 1119 minutes on Lexia and has gone up 3 levels. She was recently off school for over a week due to illness and she was still working from home. When she came in this morning I was able to say; “Even though you’ve been poorly and its great to have you back, you have been working at home and that is impressive!” I love the way that no matter where I am and I can check at any time.

This is the first term she’s done Lexia, so it has been all new to her and her family, but they have really taken it on board. It’s nice that the family have encouraged her as well. It’s been a team effort to encourage and promote her reading.

How have you used rewards to motivate and celebrate success on the Lexia program?

We celebrate success every day! Both me and my colleague work together to bring humour and 100% positivity into the sessions. We encourage them to celebrate each other’s successes, so they all clap for each other and say well done when they reach the next level. They share it and we make it a total team effort. They respond to it well.

Any little thing that I can think off, I will do. I might print some stickers out that say ‘Ask me why Mrs Tandy gave me a house point.’ So that they can say ‘because I did so many units in Lexia today’.

Next Friday, I have a rewards session for them so I have some sensory play with some slime and bouncy balls. Before they log on they will have a quick sensory play session and they will go and do their Lexia.

At the end of this term, they will make a Christmas tree decoration that they can take home and share with family. It’s about showing them that there is a reward for their hard work. I think that is really important for them to feel that they are recognised.

I also do headteacher certificate so if they blow me away, at the end of term, I will give them a big certificate and they will go and share it with the Head, the Deputy or the Assistant Head as well because it’s important to share that success around the school.

It has got to be 100% positivity. I can’t let it drop. I want the sessions to be positive, energetic and enthusiastic all the time. It really sets them up for the day as well. They have got to leave the session in a positive frame of mind. If we notice that they are not feeling like they have achieved, we will sit with them and talk it through. Sometimes I will make visual prompts for anything they struggle to remember, like consonants and vowels. That way they can take it back and use it in class and transfer those skills.

How useful have you found the myLexia reports in terms of demonstrating progression and informing planning?

What I find interesting is all the detailed reports that you can get. I put it in date order and find the reports that can be adjusted to see the date, area of learning, the rate at which they are learning, their accuracy and whether they need support. I find it all really, really helpful. I love the way that no matter where I am, and I can check at any time. It’s an absolute bonus.

Before everyone comes in, I look at all the reports and check their attendance and how their minutes are going. If they are dipping, I can find ways to address it and speak to the children. Recently I had one child who did their auto placement activity and was placed lower than I was expecting. I let her work through and monitored her using the reports but found that she was zooming through. Using the data we decided together that, actually, should we try the auto placement test again? She improved and came back to it at a better level for her. Therefore, she’s going to start her Lexia journey much more confidently feeling like she is placed where she needs to be.

The teachers use the reports for parents’ evenings too. I will print out the parent reports so they can share it with the parents as well.

We are now trying to implement training for our Learning Support Assistants to help them understand it a little bit more and to encourage them to have a look because it is available to all the staff.

What main piece of advice would you give to a school that was just getting started with Lexia?

Give yourself the time to properly look at the program and how it works. If you know a school that is already using it or if you’ve been recommended it by another school, it’s good to have a look at the results they have had. Before you start, it’s good to start off with a small group of children or even create a test account for yourself so you can really discover what is available on Lexia because it is so vast and varied. Giving yourself that time is important. You need that personal input time to understand the content and be able to deliver it properly to promote confidence and that positive learning experience.

I felt that my Annual Review with LexiaUK was really helpful as well. It’s something that I hadn’t engaged in before. I had had the initial training, but I found the chat about our Implementation plan helpful to enable me to target. My adviser emailed me a copy that I was able to take to my review with SLT and use to create goals for my personal achievement.

What feedback have you had from your Lexia pupils?

They absolutely love it! I have just sent letters out to Year 5 who will be starting Lexia next half term. I think they got a bit confused because they came in early this week ready for their breakfast snack, They couldn’t wait to get started! I’ve given them their details and completed auto placement with them already so they can do it in class if there is time.

We’ve just stopped one 7-week block of Lexia with one group, and they are constantly asking ‘when are we coming back?’ Even if they are coming in early and the weather isn’t so great, they still come in with enthusiasm and just crack on. There is no hesitation. I have to be there at the door before the Lexia time starts because I know they are going to be early!

Is there anything else you would like to add regarding why you think Lexia has been a success in your school?

I think changing the timetable to it being a daily program has made a massive difference because of the continuity. When they finish in the morning, they know where they are up to when they come back the next day.

I also make sure to keep an eye on the progress bars in the program. They have to complete the green line before they log off so they keep their progress. It’s a good way to end the session too because they have ended on a positive and they can come back the next day knowing exactly where they are up to and apply learning from the day before. I’m always talking about the green line and use it to encourage them to keep going. They pick up on everything that you say so it has to be positive!

Supporting Early Literacy Development in Key Stage 1

The early years of primary school are pivotal in shaping pupils’ long-term literacy success. As educators, our mission is to help children become confident, independent readers by the time they leave primary school. However, for many pupils, the journey to mastering reading is not a straightforward path. While phonics, particularly Systematic Synthetic Phonics (SSP), has been a fundamental part of early reading instruction, recent research and feedback from teachers suggest that a more balanced approach can yield better outcomes.

The Role of Phonics—and Its Limitations

SSP has become the cornerstone of reading education in Key Stage 1. For many pupils, this systematic approach works well, helping them decode words and build early reading fluency. However, research suggests that solely focusing on phonics can sometimes stifle a pupil’s broader engagement with reading. Teachers often find that pupils progress at varying rates, making it difficult to maintain the same pace for all learners. This can lead to frustration among both pupils and teachers, especially when a purely phonics-based approach isn’t enough to capture the interest of students who are ready for more comprehensive reading challenges.

Moreover, research reveals that while SSP is essential, it should not be the only method of reading instruction. Pupils also need exposure to higher-level comprehension skills, vocabulary development, and the enjoyment of reading for meaning and context from an early age. A balanced approach, where phonics is supplemented with explicit teaching of comprehension and critical thinking, is increasingly seen as more effective in the long term.

Why a Balanced Approach to Literacy Matters

A growing body of research suggests that while phonics is essential, it should be one component of a broader reading strategy. In addition to decoding skills, pupils need to develop vocabulary, comprehension, and the ability to engage with text on a deeper level. This balanced approach, where phonics is complemented by explicit teaching of these higher-level skills, can help pupils become more confident, well-rounded and engaged readers.

For example, reading comprehension tasks encourage pupils to make sense of what they read, going beyond phonics to develop skills like inference, prediction, and summarisation. These skills are crucial for navigating more complex texts in later years, and starting early can prevent pupils from hitting a plateau in their reading development.

Enhancing Phonics Instruction with Additional Literacy Support

For schools dedicated to SSP, the idea of introducing supplementary methods can be daunting. Yet, many educators have found that supplementing phonics with other literacy resources doesn’t detract from their existing core curriculum approach, but instead enriches it. A balanced approach—where phonics instruction is complemented by comprehension, vocabulary knowledge and critical thinking tasks—helps prevent reading from becoming dry and formulaic. Instead, it turns literacy into a more engaging, multi-dimensional experience for young learners.

By supplementing their chore SSP programme with additional skills like fluency and comprehension, schools can provide pupils with opportunities to develop all the essential skills that work alongside phonics. For example, by engaging with reading comprehension activities, pupils can start applying what they have learned in phonics to new contexts, making reading both relevant and enjoyable.

Supporting Teachers with Practical Solutions

One of the greatest challenges teachers face is accommodating the varying learning speeds of their pupils, particularly in a phonics-heavy curriculum. Not all pupils will grasp phonics at the same pace, and some may need additional support to keep up. This diversity in learning needs can put pressure on teachers, who may feel that they need to create extra interventions or adjust their lesson planning to ensure no one falls behind.

Using adaptive tools that personalise learning can help alleviate this pressure. By offering tailored support that adjusts to each pupil’s individual needs, teachers can ensure all pupils make progress without the need for additional planning or resources. This can be especially helpful in schools where time and staff capacity are already stretched.

Preparing Pupils for Key Stage 2 and Beyond

The ultimate goal of any Key Stage 1 reading program is to prepare pupils for the more complex literacy tasks they will encounter in Key Stage 2 and beyond. By embedding a balanced approach that includes phonics and comprehension from the start, schools can ensure their pupils are not only proficient decoders but also confident, independent readers.

Introducing Lexia Core5 Reading: A Balanced Literacy Solution

For schools looking to enhance their phonics programs with a balanced approach, Lexia Core5 Reading offers a proven solution. Core5 seamlessly reinforces existing phonics instruction while also providing explicit teaching in comprehension, vocabulary, fluency and text analysis. This ensures pupils develop a full range of reading skills from the start, setting them up for long-term success in literacy. Designed by educators for educators, Core5 offers personalised learning pathways, helping teachers manage diverse learning needs without adding to their workload.

By supporting both phonics and higher-level reading skills, Core5 ensures pupils not only learn to read but also understand and enjoy reading, making it a valuable addition to any school’s literacy strategy.

Learn more about Lexia Core5 Reading