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Backed by independent research and trusted by thousands of educators, our literacy programmes are research-proven.
For secondary school leaders, preparing students for GCSE exams is one of their most critical responsibilities. Success in these exams opens doors for students, shaping their future educational and career paths. However, literacy challenges often hinder pupils from reaching their full potential. Strong reading, writing, and comprehension skills are essential not only for English GCSEs but for success across the entire curriculum.
The Role of Literacy in GCSE Achievement
Literacy skills are fundamental to understanding, interpreting and responding to exam questions, regardless of the subject. From analysing texts in English literature to comprehending complex word problems in maths, students need solid reading and comprehension skills to perform well. Poor literacy can affect students’ confidence and lead to lower achievement, even in subjects where they have strong content knowledge.
Secondary schools need to ensure that literacy gaps are addressed early, allowing students to approach their GCSE years with confidence. Schools that focus on building these skills consistently across all key stages will likely see stronger results come exam time.
Supporting Struggling Readers Before GCSEs
Many secondary school students enter their GCSE years still struggling with foundational literacy skills. Addressing these gaps in a cost-effective and efficient way is crucial, but it’s not always easy, especially when traditional interventions are either too time-consuming or lack personalised support. Addressing the literacy needs of each pupil on an individual basis is crucial for unlocking their full potential. By tailoring interventions to address specific gaps, schools can provide more focused support, ensuring students make meaningful progress in areas like phonics, comprehension, and vocabulary.
Implementing a structured, consistent approach to literacy support can help even the most reluctant readers catch up. Regular assessment and adaptive instruction ensure that each student’s unique needs are met, and provide an opportunity for steady and measurable improvement.
Enhancing Vocabulary and Comprehension for Exam Success
One of the biggest barriers students face in GCSE exams is the vocabulary and comprehension demands across different subjects. For example, science exams require the correct use of technical terms, while subjects like history involve the analysis of source material. When planning intervention for these students, a focus on targeted vocabulary instruction and regular practice with reading comprehension tasks, exposing students to a variety of texts across subject areas.
By exposing students to a variety of reading materials and providing practice in applying their skills in different contexts, students are better prepared to tackle the challenges of the GCSE exams. This not only helps them in their English exams but also supports success in all subject areas where literacy is key.
Building Resilience Through Independent Learning
Encouraging independent learning is another effective way to prepare students for GCSE success. Empowering pupils to take ownership of their literacy development can build the resilience needed to handle exam pressures. Providing opportunities for self-paced learning, alongside structured support, can enhance students’ confidence as they tackle more challenging texts
Schools that foster resilience in their learners through independent practice and literacy support set students up not only for exam success but for the broader demands of further education and employment.
Preparing Students for GCSEs with Lexia PowerUp
To support secondary school leaders in their goal of raising GCSE outcomes, Lexia PowerUp Literacy offers a comprehensive solution. By targeting literacy skills such as word study, grammar, and comprehension, the program adapts to the unique needs of each student.
PowerUp is designed to help students close literacy gaps and build the skills needed for success across all subjects. With its focus on independent learning and resilience, PowerUp equips students with the confidence and skills they need to excel in their GCSE exams and beyond.
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This term, we invited schools across the UK to take part in our Lexia in Action competition, a celebration of the creativity, commitment and impact behind high-quality Lexia implementation.
We were overwhelmed by the thoughtful submissions showcasing how educators bring Lexia to life in their classrooms, intervention spaces and wider school communities.
Today, we’re excited to announce our winners, three fantastic examples of Lexia in Action, each demonstrating how purposeful, data-informed practice can transform pupils’ literacy confidence.
Winner: The Forest School, Wokingham
Submitted by: Lisa Hollands, Learning Support Assistant
Our winning submission stood out for its creativity, consistency and inspiring whole-school culture of celebration.
Two years ago, Lisa took on the responsibility for Lexia interventions and immediately found ways to tailor the experience around pupils’ needs. One of her first changes was transforming the intervention rooms:
“Many of our students particularly struggle with the grammar section of Lexia, so I filled the walls with simple explanations and examples… Students regularly refer to these visuals, and they have proved extremely helpful in supporting their understanding and confidence.”
Lisa didn’t stop there. She revamped how progress was celebrated by handing out certificates daily, paired with a small treat to recognise success in the moment.
“This simple change has had a huge impact—students are much more motivated, and they now push themselves to complete levels.”
Her weekly “Longest Streak” challenge keeps pupils focused and encourages them to ask for help when they need it, building both independence and resilience. Even staff get involved:
“We make it a point to model that mistakes are normal, even staff don’t always get the answers right! The students… take great joy in catching us out.”
A termly staff–student competition added a sense of fun and community and as the school has grown, so too has the Lexia cohort.
Congratulations to Lisa and The Forest School for an outstanding, learner-centred approach to Lexia!
Runner Up: Holy Rosary Primary School, Belfast
Submitted by: Pame Muñoz-Cabrera, Newcomer & Diversity Leader
Holy Rosary impressed us with its deeply embedded approach to supporting newcomer pupils and learners with diverse needs.
Lexia plays a central role in the school’s blended literacy strategy:
“We embed Lexia daily as part of a blended approach to reading instruction.”
Direct teaching works hand-in-hand with Lexia’s adaptive tasks. Pame uses Lexia’s resources to plan small-group interventions focused on phonics, vocabulary, and reading strategies:
“Lexia adds to their learning journey by reinforcing these skills digitally and giving them confidence through personalised practice.”
To keep engagement high, the team at Holy Rosary do the following:
- Support pupils in tracking their own progress through Lexia’s dashboards, which motivates them to reach milestones.
- Celebrate achievements weekly with certificates, shout-outs and treats.
- Use Lexia’s data to plan interventions and ensure every child gets the right level of challenge.
This thoughtful, consistent approach has made a real difference for pupils at Holy Rosary.
Runner Up: King Edward VI Community College, Totnes
Submitted by: Yasmin Biggins, Literacy Lead
Our second runner-up demonstrated powerful, whole-school consistency from Year 7 all the way to Year 11.
“We have been using Lexia for two years, and the impact it has had on our students has been truly life-changing.”
Anchor charts and display materials support literacy across the intervention space, and older pupils benefit from bespoke GCSE-aligned targets. The end-of-year data tells a compelling story:
“Many demonstrate significant gains in their reading and spelling ages, with some even exceeding age expectations.”
Motivation is boosted with generous prizes, many donated by the local community. Highlights include skip-the-queue passes, food vouchers and an end-of-term raffle. Sharing progress updates with donors has strengthened community relationships as well as pupil engagement.
The most meaningful impact, however, is on students’ confidence:
“When a child who previously struggled with low self-esteem and confidence feels secure enough to raise their hand and read aloud, it is a clear sign that the programme is making a meaningful difference.” Yasmin Biggins, Literacy Lead
Proven Results
Backed by independent research and trusted by thousands of educators, our literacy programmes are research-proven.
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Find out how we are helping schools to accelerate their literacy progress.
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The festive season is upon us, and what better way to celebrate than by infusing the festive spirit into your classroom literacy activities? Christmas-themed literacy exercises not only engage students but also make learning more enjoyable.
Here are 5 Christmas-themed literacy activities to keep your pupils reading all the way up to the end of term:
1. Santa’s Spelling Workshop
Transform your classroom into Santa’s Spelling Workshop by organising a spelling competition with a festive twist. Include words related to Christmas, winter and festive traditions. To add an extra layer of excitement, you can offer small rewards or certificates to the winners.
2. Christmas Story Writing Contest
Encourage creativity and imagination by hosting a Christmas story writing contest. Students can craft their own festive tales, incorporating characters like Rudolph, Santa, or even mischievous elves. Display the winning stories in the school library to showcase the budding literary talents of your students.
3. Seasonal Poetry Contest
Introduce the art of poetry by organising a seasonal poetry contest. Students can compose and perform poems that capture the essence of Christmas, winter landscapes, or their own experiences. This activity not only hones their literacy skills but also builds confidence in public speaking.
4. Festive Book Club
Start a festive book club where students can choose and read Christmas-themed books together. This not only promotes reading but also encourages thoughtful discussions about the plot, characters, and themes. Consider inviting local authors or storytellers to share their festive tales with the students.
5. Elf on the Grammar Shelf
Create an “Elf on the Shelf” inspired grammar game. Place a mischievous elf figurine in different spots around the classroom, each time with a note containing a sentence with a grammatical error. Challenge students to find and correct the error, turning it into a fun and interactive grammar lesson.
Embracing the festive season in your literacy activities adds a touch of joy and enthusiasm to the learning environment. These Christmas-themed activities not only promote literacy skills but also foster a love for reading and writing.
As you plan next year’s curriculum, don’t forget include Lexia Core5 Reading and Lexia PowerUp Literacy in your plans to support students in their literacy journey.
Merry Christmas and happy reading!
Proven Results
Backed by independent research and trusted by thousands of educators, our literacy programmes are research-proven.
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Find out how we are helping schools to accelerate their literacy progress.
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Keep up to date with the latest industry news from LexiaUK.
Across the UK and Ireland, secondary schools are using Lexia PowerUp Literacy to close literacy gaps and help students access the full curriculum with confidence. Designed specifically for older learners, PowerUp provides an independent, targeted, evidence-based approach that adapts to each student’s needs, building essential reading, vocabulary, and comprehension skills.
We’ve gathered voices from secondary educators nationwide who’ve seen measurable progress, renewed student motivation and powerful data that informs effective intervention.
These schools are helping their students catch up and keep up, and your school can too. Hear first-hand how Lexia helps teachers turn assessment into action.
Your school’s success story starts here
Discover how Lexia PowerUp Literacy can help your students strengthen key literacy skills, build confidence and achieve measurable progress.
Complete the form below, and one of our Literacy Programme Consultants will get in touch to provide personalised guidance and a 30-day free trial of PowerUp, so your school can experience the impact first-hand.
Take the first step: Complete the form below and start your school’s literacy journey today.
The Department for Education’s Curriculum and Assessment Review and the Government’s Response represent the first major review of the education framework in over a decade.
The aim is clear: to ensure the national curriculum remains ambitious, inclusive, and relevant for today’s learners. The curriculum must also equip them with the knowledge and skills they need to thrive in a changing world.
For secondary schools, the implications for literacy are profound. Reading, writing, and oracy will take centre stage across Key Stage 3 and 4, with new expectations for how these skills are taught, assessed and supported in every subject.
The Review in Context: Evolution, Not Revolution
The Review concludes that the national curriculum remains “broadly sound” but highlights ongoing inequities that continue to limit outcomes for too many learners. Disadvantaged pupils and those with SEND remain disproportionately affected, while schools are under increasing pressure to build digital and media literacy alongside core reading and writing skills.
The guiding principle of “evolution, not revolution” is sensible in its recognition that teachers need stability. However, some may feel the Government’s current pace risks overlooking the urgency of persistent literacy gaps that widened during and after the pandemic. Without sufficient funding or training, even the most thoughtful policy intentions may struggle to translate into meaningful classroom impact.
What the Government Response Says
The Government’s response builds on these findings, outlining a roadmap for curriculum reform and assessment change:
- A revised national curriculum in 2028, with updated GCSEs from 2029.
- A renewed emphasis on a curriculum where knowledge and skills work in partnership.
- Reading, writing, and oracy embedded across all subjects, not confined to English lessons.
- A new statutory Year 8 reading assessment, designed to secure fluency and comprehension early in secondary education.
- Enhanced support for SEND and disadvantaged learners, with new digital tools and ongoing professional development for teachers.
Literacy at the Heart of the Curriculum
Literacy is set to become a shared responsibility across every subject area. The Government plans to introduce a new secondary literacy framework; connecting reading, writing and oracy development into a unified strand of learning.
This framework will promote:
- Reading for pleasure as a foundation for lifelong learning.
- Vocabulary development to unlock subject-specific understanding.
- Disciplinary literacy: helping students read, write and communicate like historians, scientists, or mathematicians.
This framework rightly recognises literacy as a shared responsibility across the curriculum. Yet its success will depend on sustained professional development and time for teachers to embed literacy practices meaningfully within their subjects.
Adaptive literacy tools like Lexia® PowerUp Literacy already align with this approach, building reading fluency, comprehension and critical thinking through personalised, data-driven learning.
What This Means for Key Stage 3
Key Stage 3 will become an increasingly critical phase for developing and consolidating literacy skills.
- Transition and progression will be a priority: secondary schools must ensure that reading and writing continue to progress from Key Stage 2 rather than restart from scratch.
- The new Year 8 reading assessment will place greater emphasis on reading fluency and comprehension tracking, requiring schools to monitor progress closely across Years 7 and 8.
- Curriculum sequencing should ensure that literacy skills, especially vocabulary and extended writing, are developed through subject schemes of work.
- Early intervention will be vital for pupils entering secondary education below expected reading levels.
Adaptive literacy programmes can provide the support schools need to respond effectively. Lexia PowerUp Literacy enables teachers to identify and close reading gaps quickly, providing targeted practice in word recognition, comprehension and grammar.
Real-time data dashboards in myLexia help staff pinpoint pupils who may need additional support, strengthening readiness for Key Stage 4.
What This Means for Key Stage 4
At Key Stage 4, the reforms are likely to place greater emphasis on mastery and depth:
- Stronger KS3 foundations in literacy will enhance readiness for the complex reading and writing demands of GCSEs.
- Pupils will be expected to demonstrate disciplinary understanding, using language effectively within each subject.
- Continued intervention will remain essential for pupils below grade 4 in English, with sustained literacy support throughout Years 10 and 11.
- Schools will need to ensure consistency of literacy practice across departments, embedding oracy and academic writing in subject teaching.
Here again, adaptive tools such as Lexia PowerUp Literacy can provide structured, motivating pathways that help older students catch up and prepare confidently for exams.
Inclusion and SEND: Literacy as a Gateway to Equity
Both the Review and the Government’s response acknowledge that the current system “does not work well for all learners,” particularly those with SEND and from disadvantaged backgrounds. The Government’s response commits to a more inclusive curriculum through:
- Adapted assessment models that reduce unnecessary barriers for SEND learners.
- Flexible curriculum design allowing pupils to demonstrate literacy progress in multiple ways.
- Targeted investment in teacher training, building staff confidence in supporting diverse literacy needs.
- Expanded access to digital and assistive technologies, ensuring every pupil can access high-quality literacy provision.
The proposed measures are promising. However, the real test will be implementation. Schools will need sustained support and funding to deliver genuinely inclusive literacy provision. Without this, the gap between policy aspiration and classroom reality could persist.
Lexia’s adaptive technology already helps bridge this gap, delivering personalised literacy instruction that adjusts to each pupil’s pace, including those with SEND or low prior attainment. By combining accessibility, motivation and measurable progress, schools can ensure every learner develops the skills and confidence to succeed.
Practical Steps for Schools
As schools prepare for these reforms, a few practical steps can help lay the groundwork:
- Audit literacy provision: Review how reading, writing, and oracy are currently taught across subjects.
- Plan for the Year 8 assessment: Implement robust systems for tracking reading fluency and comprehension from Year 7 onwards.
- Refresh your literacy strategy: Align school policies with the forthcoming oracy and reading frameworks.
- Invest in professional development: Empower teachers across all subjects to embed disciplinary literacy.
- Prioritise inclusion: Ensure SEND pupils access targeted literacy support and adaptive interventions.
- Champion reading culture: Promote reading for pleasure and whole-school engagement with texts.
- Track and monitor progress: Use literacy data to guide teaching and intervention strategies. Tools like myLexia can support these processes, providing clear insight and practical next steps into individual and cohort progress.
Partnering with Lexia
At Lexia, we’re proud to partner with schools to help every learner reach their literacy potential. Our adaptive reading programmes, including Lexia® PowerUp Literacy, support fluency, comprehension, and confidence across Key Stage 3 and 4, empowering teachers with the insights and flexibility they need to meet diverse learner needs.
Proven Results
Backed by independent research and trusted by thousands of educators, our literacy programmes are research-proven.
Real Schools, Real Stories
Find out how we are helping schools to accelerate their literacy progress.
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Keep up to date with the latest industry news from LexiaUK.
At Longcroft School in Beverley, Lexia has been supporting literacy intervention since 2017. In this month’s interview, teaching assistants Lesley Walker and Pam Fleming detail how implementing Lexia® PowerUp Literacy® has unlocked academic potential from KS3 to KS4, and how the adaptive learning model supports EAL students.
How did you first come across the Lexia Program?
Pam: Lexia was first introduced to our secondary school in 2017 by our SENCO at the time, through our partner trust. It was set up by Lesley and another TA.
Lesley: We started by using it during tutor time in the mornings and afternoons. By 2018, we’d created a nurture group who used it much more.
Pam: I think that’s where we began to see real progress as they were accessing daily. Those students had regular access to the programme, unlike some others who only used it in short tutor slots. Over time, we realised how powerful it was and now we use it regularly – it’s brilliant!
What do you feel makes Lexia stand apart from other reading skills software products on the market?
Pam: For us, it’s easily accessible and promotes independent learning. When the students sit the initial placement test, they start at their own level, and from there they can clearly see their progress from where they started. It’s just amazing!
It’s also something that works well across year groups. We use it from Year 7 through to Year 10, and students enjoy the competitive side of it too.
Lesley: They like getting streaks! You’ll often hear pupils comparing how many streaks they’ve got, which really motivates them. We often hear a commentary from the pupils about who has the biggest streak!
Students with English as an Additional Language (EAL) do great with it too. We have seen lots of progress from them. This really shines in their English lessons, especially since some students start with very little English.
Pam: They are taking control and setting their own work, and they find it fun. I think it’s also the fact that it is on the computer, and it is independent. We are a school that promotes independent learning, and Lexia is student-driven but we are still there to step in when needed.
How is Lexia used in school?
Pam: We use it during registration time. Each year group has one registration slot in the morning, and they also have one full hour lesson of Lexia a week. We identify the pupils through our STAR testing, who are usually the bottom 20% of readers.
Once they’ve been on the programme for a while, we look at their progress. It’s built into the classrooms and overseen by a member of the senior leadership team, who keeps an eye on all the data. We’ll take some students off and put others on depending on how they’re progressing.
Because we’re now getting the minutes in and they’re using it regularly, we can really see how much progress they’re making compared with when we first started using Lexia.
Lesley: We also use it to support English lessons as well. When they’ve got an English literacy lesson, the pupils who are on Lexia come out to us to do their session, while the others stay in the classroom and work with the teacher.
What impact has Lexia had on your pupils?
Lesley: According to the data we’ve have received recently, some of the students have gone up by two year groups with their reading ability, so it is having an impact. We’ve looked at the STAR results across the year and made comparisons, and we’ve even used some GL data at the end of the year. Using different types of data to analyse, we can see they are making good progress.
Pam: Some of the teachers have also said they’ve seen an impact in the classroom in their writing, spelling and grammar, an even just in retrieving information from texts. They can see a difference themselves.
Lesley: I think they’re picking up a lot of decoding skills as well from using the programme, and that helps going forward. If they start on it in Year 7 and are still using it in Year 10, then by the time they get to Year 11 they should be able to decode all the texts they’ll face in their GCSEs.
Can you give an example of a Lexia success that sticks out to you?
Lesley: I would say some of our nurture group pupils have really stood out. If you look back at their archived data, you’ll see big green ticks showing they’d completed everything in areas like comprehension. They went on to sit their GCSEs and did well, which was brilliant to see. They definitely shone for me!
Pam: I would echo Lesley as I can think of a few pupils in the nurture group that achieved in the same way. Currently we have an EAL student who joined without speaking a word of English. We started her on Core5, because the graphics were a bit more supportive for her, but we’ve just now moved her onto PowerUp. She’s flying now! We can see a huge difference in her progress.
How have you used rewards to motivate and celebrate success on the Lexia program?
Lesley: I tend to print the certificates off every week, and we’ve given them out in assemblies before. We also hand them out in lessons when students come in. They’ll say, “Oh, we’ve got certificates today,” and they’re really happy to receive them. Even the Year 10s have been given them, and you still see a smile on their faces, which is quite surprising given they’re in the higher year groups.
Pam: We also share progress with parents. At parents’ evenings we’ll show them how their child is doing and celebrate with them as well, and information will go home to parents. We encourage parents to be positive with the pupils and celebrate how well they’re doing.
How useful have you found the myLexia reports in terms of demonstrating progression and informing planning?
Pam: We print the data , and we analyse it alongside all the other testing we do in school. And to be fair, Lexia does come out a little bit better. Comparing the STAR testing from when they started to what we’re doing now with Lexia, you can see the difference.
Lesley: Our senior leadership team also get the data. We give them the printouts and one of them even did a presentation to the wider leadership team about how good Lexia is – so it’s being promoted at that level as well.
Pam: When it generates the Lesson Plan, its me and Lesley who deliver them. The reports show us the areas where students are struggling the most and we will let teachers know, then they can also implement that support in the classroom as well.
We use the lessons and paper-based resources quite a lot too. If we don’t have a computer room available, we can print the lessons and Skill Builders off for the session, so no learning gets missed.
What main piece of advice would you give to a school that was just getting started with Lexia?
Pam: The main thing is to make sure pupils are getting their minutes. It’s important that they are getting their full time on the programme because that’s when you see the biggest impact.
Lesley: In the early days, it can be hard because pupils don’t always want to leave their English lesson or their friends. It takes perseverance. But once you get into the routine and they start receiving certificates, they see the rewards and that makes all the difference.
What feedback have you had from your Lexia pupils?
Pam: We did a survey recently and the feedback was very positive. Pupils said they enjoyed coming to the Lexia sessions and that they like how they could clearly see their progress and see that visual of their success. The like that it is computer-based as well. Overall, we have had some really positive feedback from both students and their parents.
Parents have also given strong feedback, sometimes even phoning us to ask about Lexia and how it works.
Lesley: Parents have also encouraged their children to use it over the summer holidays and we have been able to give them access to the program at home.
Finally, if you could describe Lexia in 3 words, what 3 words would you use?
Interactive, motivating and rewarding.
Step into the Literacy Spotlight
Secondary schools face complex challenges, from growing academic pressures and stretched resources, to managing student wellbeing and behaviour. Among the most difficult to support are the pupils who appear disengaged from learning altogether.
These learners often arrive in Year 7 already on the back foot. They may have struggled throughout primary school, fallen behind in reading, and developed a deeply rooted belief that school isn’t a place where they can succeed. By the time they reach secondary education, their refusal to engage, especially with reading, isn’t just a behaviour issue. It is often a sign of a much deeper problem: significant gaps in literacy.
And when reading becomes a barrier, it limits access to every area of the curriculum. In effect, they’re shut out of learning before they’ve had a chance to catch up.
Disengagement or Disadvantage? Looking Beneath the Surface
It is easy to label these pupils as ‘disruptive’ or ‘unmotivated’. But for many, what looks like defiance is actually a defence mechanism. For years, they’ve struggled with the foundational literacy skills needed to access schoolwork. They’ve experienced early failure, and often repeatedly, which chips away at their self-esteem.
By the time they arrive at secondary school, they’ve already learned ways to cope with the shame and frustration:
- Avoidance of reading-based tasks.
- Low-level disruption to deflect attention.
- Withdrawal, refusal or even behavioural escalation.
These aren’t pupils who won’t engage, they’re often pupils who can’t. After years in this cycle, they carry a mindset of disengagement with them into secondary school, believing that no matter how hard they try, success is out of reach.
What These Pupils Need to Succeed
To break this cycle, these learners need more than just good intentions and extra support. They need targeted, consistent, and compassionate intervention that tackles the root cause of their disengagement, their literacy gaps, while also rebuilding their confidence.
What does that look like in practice?
Re-engaging struggling readers in secondary school starts with creating the right environment, one that removes barriers, supports confidence, and allows learners to rebuild their skills at a pace that works for them. While the right technology can support this process, it’s the principles behind the approach that make the real difference.
Here are some key strategies and how they can work in practice:
Autonomy
Pupils who’ve struggled with reading often prefer to work independently, away from the pressure of performing in front of others. Giving them space to learn at their own pace, in a structured but self-guided way, helps reduce anxiety and gives them control over their progress. In practice, this might involve timetabled sessions using adaptive tools or online programmes, where pupils can quietly work through literacy tasks suited to their current level.
Quick Wins
When learners experience early success, however small, it builds momentum. Literacy interventions that focus on building blocks, such as decoding or sentence structure, can help pupils achieve small but meaningful progress quickly. Over time, these wins can start to shift a pupil’s mindset from “I can’t” to “Maybe I can.” Recognising these milestones, even informally, can go a long way in restoring confidence.
Low-Stakes, High-Impact Practice
Struggling readers may associate literacy tasks with failure, especially when they’ve had to repeatedly perform in high-pressure environments. Instead, regular opportunities for low-stakes practice, such as short, independent exercises with immediate feedback, can help reinforce skills without triggering fear of failure. Pupils benefit from being able to revisit and retry tasks without judgement, building fluency in a supportive way.
Bitesize Challenges
Literacy activities that are broken into manageable, skill-focused segments can make reading and writing feel more approachable. Many schools embed this approach into the day by offering short, structured literacy sessions. For example, during form time, as part of intervention periods, or in catch-up lessons. Keeping tasks concise helps reduce cognitive load and supports learners with lower attention spans or processing challenges.
Age-Appropriate Design
Engagement is closely tied to how relevant and respectful pupils find the content. For older students, intervention materials that feel too simplistic or “babyish” can be a significant barrier. It’s important that literacy tasks use age-appropriate language, themes, and visuals that reflect the interests and maturity of KS3 and KS4 learners. This helps ensure that pupils feel included and valued, rather than singled out.
Data to Inform, Not Overwhelm
Teachers supporting disengaged readers need timely insight into what’s working and where further support is needed, without adding to their workload. Digital tools that provide real-time data can support staff in identifying gaps, tracking progress, and offering timely intervention. This approach enables a more responsive and efficient use of staff time, helping schools reach the pupils who need the most targeted support.
How Lexia PowerUp Literacy Re-engages the Learners Others Struggle to Reach
Lexia PowerUp Literacy was developed specifically for struggling readers in secondary school. It’s not a one-size-fits-all programme, it adapts to each pupil’s needs across word study, grammar, and comprehension, filling in the foundational gaps that are holding them back.
What makes PowerUp different?
- It empowers pupils to work independently and at their own pace, crucial for restoring confidence.
- It celebrates progress, no matter how small, to show learners that they can improve.
- It’s accessible and age-appropriate, designed to avoid the stigma often associated with reading interventions.
- It gives teachers real-time insight into progress, so they can offer additional support without guesswork or unnecessary testing.
And crucially, it supports pupils in developing the skills they need not just to read, but to thrive across the curriculum.
The Bottom Line: Literacy is the Foundation of Engagement
If you’re seeing pupils switching off, acting out, or falling behind across the board, it’s time to look deeper. Disengagement is often not about attitude, it’s about ability. And for many pupils, that ability hinges on literacy.
By closing the literacy gap, we can unlock access to learning, restore confidence, and re-engage the pupils who’ve been left behind for too long.
Proven Results
Backed by independent research and trusted by thousands of educators, our literacy programmes are research-proven.
Real Schools, Real Stories
Find out how we are helping schools to accelerate their literacy progress.
Blog
Keep up to date with the latest industry news from LexiaUK.
Our Star School for September is…
Pakefield High School, Suffolk!
At Pakefield High School, Lexia is helping students build confidence and make real progress in literacy. In this interview, Jess Harvey, Teaching Assistant and Lexia Coordinator, shares how the school has embedded Lexia into their intervention strategy, the impact on student motivation, and why it stands out as a valuable tool for reading development.
How did you first come across the Lexia program and what led to the school’s final decision to purchase?
We had a school within our MAT that was already using Lexia. We received an email about it, so we spoke with the other schools to see how they had found the programme. After hearing their feedback, we decided to give it a try. The final decision came after the trial, as we felt it was the best intervention we could implement for English in our school.
What do you feel makes Lexia stand apart from other reading skills software products on the market?
We love that it’s online, it’s interactive, and it interests the children. It’s different from traditional classroom learning; they’re not just sitting with a piece of paper. We love that it’s independent, it’s tailored to each and every student, and it encourages that independent learning.
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.
In terms of identifying students, we were already running phonics and spelling interventions, as well as STAR reading tests. So, we took the students who were already receiving those interventions or had been identified as having a lower reading age. We then spoke with class teachers to get their feedback and see if any other students stood out as needing extra support.
During the transition period, especially with new Year 7s coming in, we assess those students, and if they need intervention, we make sure they’re placed on it.
As for how we use Lexia in our school, we run it in different ways. We have form-time interventions, which are about half an hour in the morning with groups of up to 20 children. We also run sessions throughout the week for groups of 15 to 20 students, which is where we tend to support a lot of our lower-ability students.
In addition, we have Period 6 sessions, two 45-minute sessions for our older students in Years 10 and 11.
Describe the impact that Lexia has had on your pupils. Have you noticed a positive change in their motivation to succeed in literacy?
Oh, absolutely. We’ve definitely seen an improvement with teenagers, especially in their confidence. Students are able to check their progress and see how far they’ve come, from where they started to where they are now.
It’s great to see those moments where they say, ‘Look, Miss, I’ve completed this level!’ or ‘I’ve powered up!’, it’s really beneficial. It’s lovely to see them gain that self-confidence after a Lexia session.
Can you give an example of a Lexia success that sticks out to you?
Yes, we actually had a student with a low reading age, and from the trial to where they are now, they’ve made huge progress. Their reading ability has really improved, and their confidence has grown massively.
With their GCSEs coming up, they now feel much more positive, like, ‘I do know this, I can do this.’ So yeah, it’s made a real difference.
How have you used rewards to motivate and celebrate success on the Lexia program?
Yeah, so we use the Lexia resources, like certificates, at the end of every half term. We also hold assemblies where we recognise students’ achievements.
We’ll purchase small gifts for students who have really stood out, whether they’ve worked hard in a tricky area like grammar, word study, or comprehension, or if they’ve completed a large number of units and put in extra effort, including using Lexia at home. We nominate those students for a reward, which is really beneficial.
There’s definitely some healthy competition across all year groups. They really want that reward!
How useful have you found the myLexia reports in terms of demonstrating progression and informing planning?
They’re really useful! Great for tracking the progress students are making. We do weekly check-ins to see how they’re getting on, how many units they’ve completed, and whether they might need a bit of extra support.
It’s also brilliant to share this data with other staff during meetings and compare it with other interventions we’re using in school. So, it’s really beneficial.
What main piece of advice would you give to a school that was just getting started with Lexia?
I would say get as many staff involved as possible in implementing it. I have several other TAs who run sessions alongside me, and we also have accounts for the headteacher and English teachers so they can access reports and track progress.
I’d definitely recommend making sure all staff can engage with it. And just give it time. Progress doesn’t happen overnight, but with consistency, you’ll see the results.
What feedback have you had from your Lexia pupils?
They love the reward system, especially that end-of-half-term moment when they receive their reward and see how many certificates they’ve accumulated over the half-term. And of course, they love the bigger rewards, like an Easter egg when Easter is coming up.
They also really like being able to check their progress at the end of each session. That’s something we make sure to do. We review how many units they’ve completed, and if they’re struggling, we can step in with extra support. They know they’ll get that help from us.
And they love the high score streaks too! They like seeing how many correct answers they’ve got in a row!
Is there anything else you would like to add regarding why you think Lexia has been a success in your school?
I think for our students, especially boys, interventions can be a big hurdle. But Lexia is interactive, fun and, well, I want to say ‘cool’! It’s definitely not your typical intervention!
What stands out is that it’s tailor-made for each student. It’s suited to them, at the right level, and they’re progressing as they should be.
Finally, if you could describe Lexia in 3 words, what 3 words would you use?
I would say it’s personalised, targeted and enjoyable.
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Time is one of the rarest resources in education. Between teaching, supporting in class and or leading interventions, there’s often little space left in the week to dive into data. Yet, those insights are key to understanding pupil needs and planning next steps.
That’s why myLexia is designed to work with your workflow, not add to it. With just a few minutes each week, it can help highlight where to focus, who needs support and how best to use your time and resources.
To help you make the most of it, our Literacy Impact Coaches have shared three of their top tips, drawn from hundreds of conversations with teachers across the country.
Tip 1: Little and often works best
Rather than saving everything up for an end-of-term review, taking five minutes a week to check myLexia can give you a clear sense of how things are going and where your time can make the biggest difference.
The Action Plan tab is particularly useful. It automatically organises pupils into helpful groups, helping you to quickly answer questions like:
- Who needs more time on the programme?
- Who is ready for a Skill Builder?
- Who is struggling and may need a Lesson Plan?
- Who’s ready to celebrate?
This quick snapshot makes it easy to act early and positively.
“We always say: small, consistent check-ins win the race. Even just five minutes in the Action Plan tab can help you catch issues early, or recognise when a pupil is ready to be challenged further.”
– Denise, Literacy Impact Coach
Tip 2: Use class-level reports to flag priorities
When time is tight, class-level reports offer a quick and efficient way to check in on your whole cohort. You’ll find these reports to the right of the Class Overview screen in myLexia – just a couple of clicks, and you have a full picture of progress and usage at your fingertips.
Start with the Usage Report, which looks slightly different depending on whether you’re using Core5 or PowerUp:
- In the Core5 usage report, pupils who haven’t made expected progress in the last four weeks are marked with a blue exclamation mark (!), a quick visual cue to check in on their learning journey.
- For PowerUp, the weekly usage report is colour-coded based on whether pupils have met their weekly units target. This makes it easy to identify who may need encouragement to stay on track.
Once you’ve reviewed usage, the Skills Progress Report can give further insight into overall progress. Look at the units gained column on the right-hand side of the report. By sorting pupils from most to least units gained, you can quickly see who’s making strong progress and who might benefit from additional support.
“Class-level reports give you a smart starting point. Sorting by units gained lets you spot patterns across the group and highlight any pupils who might otherwise slip under the radar.”
– Michael, Literacy Impact Coach
Tip 3: Let pupil data guide your use of paper-based resources
Paper-based resources like Skill Builders and Lesson Plans can be a valuable part of supporting pupils, but they’re most effective and time-efficient, when used at the right moment. Instead of printing packs for every pupil, use individual pupil data in myLexia to decide where these resources will have the most impact.
Here’s how to approach it:
Skill Builders: Use the Skills Report
This report provides a detailed breakdown of each pupil’s performance within a unit.
- Skill Builders: Look at the Skills Check scores (shown as a percentage). If a pupil scores below 75% on any Skills Check, that’s a strong signal they may benefit from a Skill Builder for that specific skill.
- You don’t need to assign Skill Builders for every skill, focus only where the score indicates a gap.
Lexia Lessons: Check the Step Attempts
Within the same report, you can also see the number of attempts a pupil has made on each step in a unit by clicking into the level name, this will open the Detailed Skill Report.
- If a pupil has made 10 or more attempts on their current unit without success, that’s a sign they may need more direct support with that concept.
- This is the point where using a paper-based Lexia Lesson Plan can be really helpful, providing structured teaching to address the difficulty head-on.
Bonus Tip: Consider a quicker intervention first
In many cases, you can act even earlier. If you notice a pupil struggling after just a few attempts on a step, try offering brief, over-the-shoulder support. A short check-in or prompt while they’re working independently can often help them move past the barrier without the need for a full lesson plan.
“Skill Builders and Lesson Plans are brilliant when used with purpose. By checking just one or two key indicators, you can be confident that your support is timely, targeted and not adding to your workload unnecessarily.”
– Mark, Literacy Impact Coach
When used purposefully, myLexia can help you stay one step ahead without spending hours on admin or analysis. By setting aside just a few minutes each week to check in, you can spot issues early, celebrate progress and direct your support where it’s needed most.
Small, consistent actions, like reviewing usage patterns, sorting pupils by progress or checking skill-level data, can have a big impact on outcomes. Most importantly, they allow you to spend less time working out what to do and more time doing what works.
Remember that you are not alone. Our Literacy Impact Coaches are here to help you interpret your data, plan next steps and ensure Lexia is working as hard as possible for your pupils and your team.
If you’d like support with implementation, training or getting more from myLexia, we’re ready to help.
Contact Us to book an Online Review & Support Session to talk through your school’s data and next steps with a member of our team. These sessions are included as part of your Lexia subscription so there’s no extra cost.
Proven Results
Backed by independent research and trusted by thousands of educators, our literacy programmes are research-proven.
Real Schools, Real Stories
Find out how we are helping schools to accelerate their literacy progress.
Blog
Keep up to date with the latest industry news from LexiaUK.
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